Identity Matching to Scientists: Differences that Make a Difference?

Andersen, Hanne Moeller; Krogh, Lars Brian; Lykkegaard, Eva

doi:10.1007/s11165-013-9391-9

Cited by 15 publications

(19 citation statements)

References 23 publications

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“…These findings add to the understanding of the self-to-prototype studies. Previous studies have analysed the matching of prototypes to self, to peers, to teachers or to researchers and revealed the ideas the students hold of particular disciplines when they are not exposed to real-world representatives (Andersen et al, 2014;Hannover & Kessels, 2004;Kessels & Taconis, 2012;Taconis & Kessels, 2009). The methods used by Kessels and colleagues include written surveys with closed answers, while Andersen and colleagues combine written surveys with coding of qualitative, oral interviews.…”

Section: Discussionmentioning

confidence: 99%

“…They were then asked to compare the different role models by labelling respectively the most and least of different characteristics such as 'collaborative' and 'healthy' and students were asked to argue which of the role models they 'could learn the most and least from' and 'would rather and rather not be in a study group with'. Items were selected based on Andersen et al (2014). Students were urged to reply to all labels to express their impression of the role models relative to each other, even if it meant that a role model could be labelled, for instance, least collaborative, while being considered collaborative by the respondent.…”

Section: Students' Conception Of Individual Role Modelsmentioning

confidence: 99%

“…This identity focus as well as previous studies addressing how scientists are generally conceived (Andersen, Krogh, & Lykkegaard, 2014) has made targeted recruitment projects using STEM role models popular (Andree & Hansson, 2013;Henriksen, Jensen, & Sjaastad, 2014). The tacit assumption behind these recruitment projects is that interaction with role models will make students experience attractive STEM-related identities and thus make them more inclined to choosing a STEM program.…”

Section: Introductionmentioning

confidence: 95%

“…The influence of self-to-prototype match on students' educational choice processes have been studied in relation to the students' prototypical images of students who would have science and math as favourite subjects (Hannover & Kessels, 2004), science teachers (Kessels & Taconis, 2012), science peers (Taconis & Kessels, 2009) and scientists (Andersen et al, 2014). In this article the methodology is extended to explore the following research questions:…”

Section: Introductionmentioning

confidence: 99%

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Role model and prototype matching: Upper-secondary school students’ meetings with tertiary STEM students

Lykkegaard

Ulriksen²

2016

NorDiNa

Self Cite

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Previous research has found that young people’s prototypes of science students and scientists affect their inclination to choose tertiary STEM programs (Science, Technology, Engineering and Mathematics). Consequently, many recruitment initiatives include role models to challenge these prototypes. The present study followed 15 STEM-oriented upper-secondary school students from university-distant backgrounds during and after their participation in an 18-months long university-based recruitment and outreach project involving tertiary STEM students as role models. The analysis focusses on how the students’ meetings with the role models affected their thoughts concerning STEM students and attending university. The regular self-to-prototype matching process was shown in real-life role-models meetings to be extended to a more complex three-way matching process between students’ self-perceptions, prototype images and situation-specific conceptions of role models. Furthermore, the study underlined the positive effect of prolonged role-model contact, the importance of using several role models and that traditional school subjects catered more resistant prototype images than unfamiliar ones did.

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Section: Discussionmentioning

confidence: 99%

Section: Students' Conception Of Individual Role Modelsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

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Role model and prototype matching: Upper-secondary school students’ meetings with tertiary STEM students

Lykkegaard

Ulriksen²

2016

NorDiNa

Self Cite

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“…Losh et al (2008) encontraron una gran cantidad de representaciones en las que el sexo de los científicos mostraba un elevado grado de ambigüedad. Andersen et al (2014), utilizando entrevistas, obtuvieron que, a diferencia de la mayoría de estudios anteriores que emplearon el DAST, muchas de las opiniones que tenían los estudiantes sobre los científicos eran realistas y los rasgos estereotipados solían ser positivos, como, por ejemplo, considerar que los científicos desean descubrir nuevos conocimientos, son curiosos, lógicos y analíticos.…”

Section: Limitaciones Metodológicas Del Dastunclassified

Una revisión del protocolo Draw-a-Scientist-Test (DAST)

Toma¹,

Greca²,

Gómez³

2018

Rev_Eureka_ensen_divulg_cienc

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Resumen: Durante décadas, numerosas investigaciones han identificado la existencia de imágenes estereotipadas sobre los científicos mediante el empleo del método Draw-a-Scientist-Test (DAST). No obstante, las limitaciones metodológicas asociadas al DAST cuestionan los resultados obtenidos y resaltan la necesidad de desarrollar nuevos protocolos para evaluar las concepciones de los estudiantes acerca de los científicos. En este trabajo, tras revisar las deficiencias metodológicas del DAST, se proponen algunas modificaciones al protocolo original probadas en una prueba piloto con 149 estudiantes de 2º a 6º curso de Educación Primer de diversidad cultural. Los resultados iniciales muestran que las modificaciones realizadas ayudan a reducir algunos de los problemas metodológicos identificados en el uso del DAST, permitiendo identificar e interpretar de manera más fiable las concepciones de los estudiantes sobre los científicos.Palabras clave: imagen de científico, DAST, estereotipos sobre ciencia, educación primaria, diversidad cultural A revision of the Draw-a-Scientist-Test (DAST)Abstract: For decades, studies have shown the existence of a stereotypical image of scientist between children among the world using the Draw-a-Scientist-Test (DAST) method. However, the methodological limitations associated with the DAST question the results obtained and highlight the need to develop new protocols to evaluate students' conceptions about scientists. In this paper the methodological deficiencies of the DAST instrument are reviewed and some changed made to the original protocol are described. The pilot test carried out with 149 students of cultural diversity enrolled in 2 nd to 6 th grades of Elementary School shows that this modification allows a more reliable identification and analysis of students' conceptions, reducing some of the methodological problems identified in the use of DAST.

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Students’ Awareness of Working Life Skills in the UK, Finland and Germany

Salonen

Hartikainen-Ahia

Keinonen

et al. 2019

Contributions From Science Education Research

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High achievers with low self-efficacy in science lack interest in choosing science studies and careers. Wide-ranging knowledge of specific working life skills in science-related careers can help students identify their own strengths in science. This improves their self-efficacy beliefs in science and further promotes interest in pursuing science studies and careers. The purpose of this paper is to examine lower secondary school students' knowledge of specific working life skills. The participants in this study were 215 British, 144 Finnish and 154 German students, years. Using open-ended questions and content analysis, we examined students' perceptions of working life skills needed in science-related careers. The results reveal that the students have a great deal of knowledge about working life skills but it is often stereotypical. Students frequently mentioned sector-specific knowledge and personal attributes but skills related to career development, organisation, time and society skills were often omitted. Some variation exists between the countries. The British students linked careers in science with a great deal of thinking skills, whereas the Finnish students emphasised sector-specific knowledge. The German students described the careers more with personal attributes than in the other two countries. We conclude that the students need learning experiences including presentation of working life skills such as interacting with professionals and their real work life problems, open-ended inquiries, and balanced team working. These experiences increase students' awareness and perceived relevance of careers and working life skills, help identifying and promoting own strengths and selfefficacy, and encourage choosing science-related careers.

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Identity Matching to Scientists: Differences that Make a Difference?

Cited by 15 publications

References 23 publications

Role model and prototype matching: Upper-secondary school students’ meetings with tertiary STEM students

Role model and prototype matching: Upper-secondary school students’ meetings with tertiary STEM students

Una revisión del protocolo Draw-a-Scientist-Test (DAST)

Students’ Awareness of Working Life Skills in the UK, Finland and Germany

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