High School Students’ Perceptions of the Effects of International Science Olympiad on Their STEM Career Aspirations and Twenty-First Century Skill Development

Şahin, Alpaslan; Gulacar, Ozcan; Stuessy, Carol L.

doi:10.1007/s11165-014-9439-5

Cited by 75 publications

(78 citation statements)

References 33 publications

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“…In accordance with this, numerous studies showed that participation in a mathematics or science competition resulted in participants' higher probability of pursuing a successful mathematics or science career (Campbell & O'Connor-Petruso, 2008;Campbell & Walberg, 2011;Eremin & Gladilin, 2013;Gordeeva, Osin, Kuz'menko, Leont'ev, & Ryzhova, 2013;Marsa, 1993;Sahin, 2013;Sahin et al, 2015;Schmidt, 2014;Wirt, 2011;Wu & Chen, 2001). Furthermore, participation in mathematics and science competitions has been found to have a positive influence on students' mathematics and science interests, self-beliefs, and identification (Jaworski, 2013;Mitchell, Dori, & Kuldell, 2011;O'Kennedy et al, 2005;Wu, 1996).…”

Section: Career Advancement Through Participation In Mathematics Anmentioning

confidence: 77%

“…Furthermore, they offer adolescents the opportunity to specialize according to their emerging interests during a crucial phase of their development. Informal mathematics and science learning experiences, such as family conversations, visiting museums, meeting scientists, watching videos, playing games, and participating in clubs and competitions (Bell, 2009;Rennie, 2014;Wellcome Trust, 2018), create opportunities for enhancing mathematics and science interest in a manner fitting a student's personal preferences (Dabney et al, 2012;Rennie, 2014;Sahin, Gulacar, & Stuessy, 2015;Venville, Rennie, Hanbury, & Longnecker, 2013). The importance of informal mathematics and science learning projects is underlined by the extent to which governments provide support for them.…”

Section: Promoting Mathematics and Science: Informal Learning And Mmentioning

confidence: 99%

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Gender differences in mathematics and science competitions: A systematic review

et al. 2019

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Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out‐of‐school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self‐concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.

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Section: Career Advancement Through Participation In Mathematics Anmentioning

confidence: 77%

Section: Promoting Mathematics and Science: Informal Learning And Mmentioning

confidence: 99%

Gender differences in mathematics and science competitions: A systematic review

et al. 2019

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“…These society influencers include role models that students are exposed to either in person or through the media, the individual students interact with on a daily basis such as teachers, family members, and peers, as well as students' extracurricular experiences (Dabney et al 2012;Harackiewicz et al 2012;Nugent et al 2015;Sahin et al 2014;Sahin et al 2015;Schumacher et al 2009;Sjaastad 2012;Steinke et al 2009;Zhang and Barnett 2015). Collectively, these influencing factors predict the self-efficacy (i.e., one's belief in one's ability) youth hold about their career options as well as their outcome expectancies (Mangu et al 2015).…”

Section: Introductionmentioning

confidence: 99%

A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students

et al. 2018

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Background: A sample of 1448 students in grades 7 and 9 was drawn from public schools in Atlantic Canada to explore students' knowledge of science and mathematics requirements for science, technology, engineering, and mathematics (STEM) careers. Also explored were their mathematics self-efficacy (MSE), their future career interests, their preferences for particular career activities, and their likelihood to pursue a STEM career.

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“…According to earlier research, science competitions have been identified to help the students realize their talent (Campbell, Wagner, & Walberg, 2000). In addition, competitions can reinforce career choices and interest in science, but personal topics of interests, teachers and parents also have a big effect on future vocational choices (Krapp & Prenzel, 2011;Sahin, Gulacar, & Stuessy, 2015). According to Campbell et al (2000), it is assumed that competitions are important because the schools rarely have differentiated curriculums for advanced students.…”

Section: Introductionmentioning

confidence: 99%

The relevance of non-formal Biology Olympiad training for upper secondary school students

Mutanen

Aksela

2018

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Science competitions, such as the International Biology Olympiad, are non-formal education targeted to upper secondary school students with high abilities. However, there is little knowledge about what is the relevance of training for a science competition. In this study, Finnish Biology Olympiad training participants were researched in the context of relevance of science education. In total, 28 students filled in questionnaires and participated in interviews. It was found out that the students experienced the training to be especially individually relevant for them, and there was no significant difference between genders. Based on the results, vocational and societal topics should be taken into more account in designing Olympiad trainings.

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High School Students’ Perceptions of the Effects of International Science Olympiad on Their STEM Career Aspirations and Twenty-First Century Skill Development

Cited by 75 publications

References 33 publications

Gender differences in mathematics and science competitions: A systematic review

Gender differences in mathematics and science competitions: A systematic review

A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students

The relevance of non-formal Biology Olympiad training for upper secondary school students

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