'It didn't really change my opinion': exploring what works, what doesn't and why in a school science, technology, engineering and mathematics careers intervention
'It didn't really change my opinion': exploring what works, what doesn't and why in a school science, technology, engineering and mathematics careers intervention
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DOI：
10.1080/02635143.2013.865601
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发表时间：
2014-01-02
影响因子：
1.6
通讯作者：
Dillon, Justin
中科院分区：
文献类型：
--
作者：
Archer, Louise;DeWitt, Jennifer;Dillon, Justin
背景：人们普遍认为，需要做更多的工作，以提高科学，技术，工程和数学（STEM）的参与。尽管在干预措施相当大的投资，它一直很难辨别其有效性和/或对participation.Purpose的影响：本文讨论了为期六周的试点干职业干预，设计和监督的教师从一个伦敦女子学校的调查结果。我们反思了那些尝试这种干预措施的人所面临的挑战，以及与评估这些干预措施相关的问题。样本：数据收集自9年级学生设计和方法：对68名学生进行干预前和干预后的调查，对干预活动进行课堂观察，三个干预后讨论小组（每组5 - 6名女生），并在干预后与班主任进行访谈。虽然干预并没有显著改变学生对科学的期望或看法，但它似乎确实对拓宽学生对科学可以导致或有用的工作范围的理解产生了积极影响。结论：学生的愿望可能会非常抗拒改变和干预，但学生对“科学可以引导”的理解可能更容易受到干预。影响进行了讨论，包括需要促进的信息，科学是有用的职业生涯和超越科学，在学位和技术水平。
Background: It is widely agreed that more needs to be done to improve participation in science, technology, engineering and mathematics (STEM). Despite considerable investment in interventions, it has been difficult to discern their effectiveness and/or impact on participation.Purpose: This paper discusses findings from a six-week pilot STEM careers intervention that was designed and overseen by a teacher from one London girls' school. We reflect on the challenges for those attempting such interventions and the problems associated with evaluating them.Sample: Data were collected from Year 9 students (girls aged 13-14years) at the school.Design and methods: Pre- and post-intervention surveys of 68 students, classroom observations of intervention activities, three post-intervention discussion groups (five or six girls per group) and a post-intervention interview with the lead teacher were conducted.Results: Although the intervention did not significantly change students' aspirations or views of science, it did appear to have a positive effect on broadening students' understanding of the range of jobs that science can lead to or be useful for.Conclusions: Student aspirations may be extremely resistant to change and intervention, but students' understanding of 'where science can lead' may be more amenable to intervention. Implications are discussed, including the need to promote the message that science is useful for careers in and beyond science, at degree and technical levels.