When I grow up: the relationship of science learning activation to STEM career preferences
When I grow up: the relationship of science learning activation to STEM career preferences
复制标题
当我长大后：科学学习激活与 STEM 职业偏好的关系
DOI：
10.1080/09500693.2017.1360532
复制
发表时间：
2018
影响因子：
2.3
通讯作者：
M. Cannady
中科院分区：
文献类型：
--
作者：
R. Dorph;Meghan E. Bathgate;C. Schunn;M. Cannady
摘要本文提出了STEM职业偏好的三个新的组成部分（亲和力、确定性和目标），并探讨了科学学习激活的哪些维度（迷恋、价值观、能力信念和科学意义建构）对STEM职业偏好具有预测作用。从ALES14数据集，2938六年级和八年级的中学生从11所学校在两个有目的地选择不同的地区（宾夕法尼亚州西部和海湾地区的加州）的样本被用于本文中提出的分析。选择这些学校是为了代表社会经济和种族多样性。研究结果表明，总体而言，对科学学习感兴趣的年轻人更有可能对STEM职业有亲和力，对未来职业目标有确定性，并确定了具体的STEM职业目标。然而，科学学习激活的不同维度与不同STEM职业焦点（例如科学，工程，技术，健康等）的不同方面职业偏好更密切相关。性别、年龄、少数民族地位和家庭资源也具有解释力。虽然许多结果与先前的研究一致，但也有一些新的结果为未来的研究提供了重要的素材。至关重要的是，我们的策略是测量对组成STEM的特定学科的亲和力，分别测量STEM和健康职业目标，并分别查看职业亲和力和职业目标，提供了有趣的结果，并强调了解开以前被称为“职业兴趣”的概念大熔炉的价值。研究结果还对青年科学学习机会的设计产生了影响。
ABSTRACT This paper proposes three new measures of components STEM career preferences (affinity, certainty, and goal), and then explores which dimensions of science learning activation (fascination, values, competency belief, and scientific sensemaking) are predictive of STEM career preferences. Drawn from the ALES14 dataset, a sample of 2938 sixth and eighth grade middle-school students from 11 schools in two purposefully selected diverse areas (Western Pennsylvania & the Bay Area of California) was used for the analyses presented in this paper. These schools were chosen to represent socio-economic and ethnic diversity. Findings indicate that, overall, youth who are activated towards science learning are more likely to have affinity towards STEM careers, certainty about their future career goals, and have identified a specific STEM career goal. However, different dimensions of science learning activation are more strongly correlated with different aspects career preference across different STEM career foci (e.g. science, engineering, technology, health, etc.). Gender, age, minority status, and home resources also have explanatory power. While many results are consistent with prior research, there are also novel results that offer important fodder for future research. Critically, our strategy of measuring affinity towards the specific disciplines that make up STEM, measuring STEM and health career goals separately, and looking at career affinity and career goals separately, offers interesting results and underscores the value of disentangling the conceptual melting pot of what has previously been known as ‘career interest.’ Study findings also have implications for design of science learning opportunities for youth.
影响因子：
4
作者：
Hill, Nancy E.;Tyson, Diana F.
通讯作者：
Tyson, Diana F.