Developing a Scientist: A retrospective look

Abstract

Although one of the goals of science education is to educate and nurture the next generation of scientists and engineers, there is limited research that investigates the pathway from childhood to becoming a scientist. This study examined the reflections of 37 scientists and engineers about their in-and out-of-school experiences as well as their memories of significant people who may have influenced their careers. In-depth, semi-structured interviews were conducted and the interview transcripts were analyzed for potential influences on career decisions. Analysis showed several commonalities in participants' reported experiences that influenced career decisions in science and engineering. Informal advising and mentoring by teachers and family members were noted as important. Across participants, tinkering, building models, and exploring science independently in and out of school were viewed as factors that influenced interests in science and engineering. Implications of these results for formal and informal educational programs are discussed.

Science Lives: School choices and ‘natural tendencies’

“…The recent work by Jones, Taylor and Forrester (2011) explored the reflections of 37 scientists and engineers to examine early influences on their careers. This group developed knowledge, skills, interests and independence in science through supportive and nurturing relationships with teachers and parents.…”

Science Engagement and Literacy: A retrospective analysis for students in Canada and Australia

“…In contrast to the variables associated with engagement, the factors most strongly associated with science literacy are SES and the time students typically spend each week on science. Noteworthy here is that the nature of science teaching reported by students is not strongly associated with the nine engagement variables nor with science literacy, even though teachers have been shown to be important in facilitating students' science career interests (e.g., Hazari, Sonnert, Sadler, & Shanahan, 2010;Jones, Taylor & Forrester, 2010). What, then, is happening in these science classes?…”

“…Evidence compiled from six studies that specifically investigated the relationship between student autonomy and student outcomes in subjects such as math, English and science showed a positive relationship between student autonomy and learning outcomes. Further empirical support for the benefit of student autonomy includes a study that identified the opportunity to explore science independently as a major contributor to scientists' continued interests in science as a career (Jones, Taylor & Forrester, 2010). Additionally, Bulunuz and Jarrett (2010) showed that secondary school students with high interest in science also reported having more autonomy in their past middle school class experiences.…”

“…Despite numerous calls for more emphasis on inquiry learning in science teaching (e.g., Bell, Urhahne, Schanze, & Ploetzner, 2010;Swarat, Ortony, & Revelle, 2012;Tamir, Stavi & Ratner, 1998) and empirical evidence that this approach fosters student motivation and interest in science (e.g., Hazari, Sonnert, Sadler, & Shanahan, 2010;Jones, Taylor & Forrester, 2010), Canadian and Australian students in the 2006 round of PISA reported that they do not regularly experience student-led inquiry. We suggest therefore that an implication of this study is that further research be pursued to better understand the role of inquiry in students' engagement in science, with particular attention to student-led inquiry.…”

Fysikkstudenten fra studiestart til mastergrad Motivasjon, verdier og prioriteringer

“…Studiet blir dermed en må te for dem å realisere seg selv og bygge sin identitet, og ikke et instrumentelt valg med tanke på karriere. Avgangsstudentenes svar på spørsmå l om hvilke laeringsaktiviteter de har likt best, tyder på at en del av denne identiteten er ønsket om autonomi, slik også Jones et al (2010) fant som en faktor som har formet utviklingen til personer innen lignende profesjoner som disse studentene utdanner seg til. Aktiviteter med sterk organisering som krever at de involverer seg aktivt med andre, skå rer lavt blant studentene.…”