Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios.
Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios.
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DOI：
10.1007/s43545-021-00130-9
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Riga F
中科院分区：
文献类型：
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作者：
Taber KS;Billingsley B;Riga F
人们一直担心以科学为基础的职业对许多青少年学习者的吸引力，并提出学校科学可能并不总是认识到或参与到对年轻人做出人生选择很重要的个人价值观中。这项研究讨论了英国高中生的面试评论，当时15名年轻人被要求对描述科学生涯的简短插曲做出个人回应。采用关于情景的访谈方法，学生们被问及他们是否会在代表的科学职业中感到舒服。这些职业领域是有目的地选择的，因为它们可能被认为可能会引发与一些学生可能持有的个人价值观或承诺有关的问题。学生们对拟从事的职业有一系列看法(积极的、消极的和漠不关心的)，但所有参与者都提出了影响至少一种拟从事的科学职业的可接受性或吸引力的问题，涉及到他们自己的个人信仰和价值体系。建议教师和职业顾问应该意识到影响学生对科学相关职业看法的各种与价值相关的考虑因素，并应考虑探索以科学为基础的职业与年轻人共同分享的价值观相联系的各个方面。这项探索性研究也为进一步研究学习者的价值体系如何影响他们对科学和科学工作的看法提供了方向。
There has been concern about the attractiveness of science-based careers to many adolescent learners, and it has been suggested that school science may not always recognise or engage personal values that are important to young people in making life choices. The present study discusses interview comments made by upper secondary level students in England when 15 young people were asked to give their personal responses to brief vignettes describing scientific careers. Using an interview-about-scenarios approach, the students were asked about whether they would feel comfortable working in the scientific careers represented. The career areas were purposefully selected because they might be considered to potentially raise issues in relation to personal values or commitments that some students might hold. A range of student perceptions relating to the mooted careers were elicited (positive, negative and indifferent), but all of the participants raised issues that impacted on the acceptability or attractiveness of at least one of the mooted scientific careers, in terms of aspects of their own personal beliefs and values systems. It is recommended that teachers and career advisors should be aware of the range of value-related considerations that influence student views of science-related careers and should consider exploring aspects of science-based careers that link to values commonly shared by young people. This exploratory study also offers indications for directions for further research exploring how learners’ value systems impact upon their perceptions of science and scientific work.