Science career aspiration and science capital in China and UK: a comparative study using PISA data

Du, Xin; Wong, Billy

doi:10.1080/09500693.2019.1662135

Cited by 29 publications

(8 citation statements)

References 47 publications

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“…There are several helpful suggestions in the ChatGPT response that align with the research literature. For instance, ensuring more opportunities for student-centred learning (Kang & Keinonen, 2017), working with guardians or caregivers to support student learning (Archer et al, 2013;Gorard & See, 2009), and fostering a supportive learning environment (Du & Wong, 2019). • Begin the unit by posing a real-world problem related to energy sources such as "How can we ensure a sustainable future for our community?…”

Section: [Chatgpt Prompt 3]: What Happens If a Student Ismentioning

confidence: 99%

Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence

Cooper

2023

J Sci Educ Technol

357

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The advent of generative artificial intelligence (AI) offers transformative potential in the field of education. The study explores three main areas: (1) How did ChatGPT answer questions related to science education? (2) What are some ways educators could utilise ChatGPT in their science pedagogy? and (3) How has ChatGPT been utilised in this study, and what are my reflections about its use as a research tool? This exploratory research applies a self-study methodology to investigate the technology. Impressively, ChatGPT’s output often aligned with key themes in the research. However, as it currently stands, ChatGPT runs the risk of positioning itself as the ultimate epistemic authority, where a single truth is assumed without a proper grounding in evidence or presented with sufficient qualifications. Key ethical concerns associated with AI include its potential environmental impact, issues related to content moderation, and the risk of copyright infringement. It is important for educators to model responsible use of ChatGPT, prioritise critical thinking, and be clear about expectations. ChatGPT is likely to be a useful tool for educators designing science units, rubrics, and quizzes. Educators should critically evaluate any AI-generated resource and adapt it to their specific teaching contexts. ChatGPT was used as a research tool for assistance with editing and to experiment with making the research narrative clearer. The intention of the paper is to act as a catalyst for a broader conversation about the use of generative AI in science education.

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Section: [Chatgpt Prompt 3]: What Happens If a Student Ismentioning

confidence: 99%

Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence

Cooper

2023

J Sci Educ Technol

357

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“…As dimensões relacionadas a alfabetização científica, noção de transferibilidade e utilidade da ciência, influência familiar e atividades cotidianas relacionadas à ciência são as que melhor indicam uma futura participação e identificação com a ciência Archer & Mau, 2016;Dewitt & Archer, 2017). O conceito também foi empregado para investigar diferenças no desempenho no PISA (Du & Wong, 2019) e o interesse por espaços de educação informal de STEM (Godec, Archer & Dawson, 2021).…”

Section: Forma Científica Do Capital Socialunclassified

A Educação Em Ciências E a Teoria Dos Capitais De Bourdieu: Uma Revisão Crítica Do Conceito De Science Capital

Moris¹,

Massi

Nascimento

2022

IENCI

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A teoria de Bourdieu, ainda que não predominante, tem sido usada para fundamentar trabalhos na educação em ciência que buscam inserir a dimensão social nas discussões da área. Contudo, as ciências da natureza não receberam um foco direto na bibliografia de Bourdieu. Baseado nessa lacuna, o conceito de science capital foi proposto como um agregador dos aspectos das ciências nos capitais de Bourdieu. Ainda que já utilizado na literatura inglesa da área, esse conceito parece ter alguns distanciamentos com a teoria bourdiana. Assim, propomos realizar uma revisão crítica, baseada na teoria de Bourdieu, sobre a proposta e usos do science capital, por meio de uma revisão bibliográfica sistemática. Com base nos resultados, o novo conceito parece se fundar em uma leitura substancialista que concebe, a priori, valores sociais para determinadas práticas e disposições relacionadas à ciência, tendendo a não questionar as relações de poder vigentes; o que entendemos como um distanciamento com a teoria bourdiana. Contudo, ressaltamos que o science capital apresenta a potencialidade de mobilizar um foco nas desigualdades sociais associadas à ciência na área de educação em ciências. Concluímos reafirmando que essa potencialidade pode ser ampliada se buscarmos repensar o science capital por uma perspectiva não substancialista.

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“…There is significant evidence in the literature for the broad range of factors that can influence the participation of women/female students in STEM education and careers in the UK, including personal, psychological, contextual, environmental, and behavioural factors (Dost, 2021b;Du & Wong, 2019;Mujtaba & Reiss, 2013;Tandrayen-Ragoobur & Gokulsing, 2021;Watermeyer, 2012). Examples of challenges include cultural and stereotypes (Powell et al, 2012;Wood et al, 2022); insufficient social support networks (Vekkaila et al, 2018;Wilcox et al, 2005;Wong, 2015); cold, unwelcoming, and hostile academic/work environments (Archer et al, 2015a(Archer et al, , 2015bSimon et al, 2017); being overlooked for their contributions to group projects; lack of formal mentoring for women in STEM careers; a lack of opportunities for networking and collaborating on research projects; a lack of guidance on how to achieve career goals; and feelings of isolation in the workplace (Jebsen et al, 2020;Ro et al, 2021;White & Smith, 2022).…”

Section: Introductionmentioning

confidence: 99%

Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions

Dost

2024

IJ STEM Ed

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Background Women and ethnic minorities have historically been underrepresented in some STEM fields. It is therefore important to understand the factors influencing students’ persistence in STEM fields, and what STEM belonging means from the voices of socio-demographically diverse students, in order to ensure equity among students in STEM fields and to increase their belonging to this field, which has not been clearly defined in the literature, and there is a lack of agreement about the definition of belonging itself. For this purpose, the perspectives of students in England are brought together in this study in an attempt to better understand the concept of STEM belonging within a broader context of integration. Result The inductive thematic analysis with the voices of socio-demographically diverse 313 A-level, undergraduate and postgraduate Mathematics, Physics, and Chemistry students showed that compared to male students, it was mostly female, non-binary, non-White, and first-generation students who defined STEM belonging as ‘Feeling safe and comfortable in the STEM community and settings’. This theme was defined by the participants as the group/community/learning environment in which the individual belongs, the interaction with the people in the field, and the comfort that this participation/interaction creates. Students stressed the importance of creating a supportive and welcoming STEM environment so that individuals can feel at home, as well as a safe and comfortable STEM environment for people of all identities, genders, ethnicities, and backgrounds. Based on the participants’ responses, this study also conceptualised the concept of STEM belonging as having four phases: the ‘adaptation phase’, the ‘integration phase’, the ‘continuum phase’, and the ‘transition phase’. These four phases which comprise the STEM belonging concept are consecutive and interconnected. Conclusion The study concluded that all human beings are connected in a relational way (either strong or weak) and that the concept of STEM belonging develops as a result of interactions with ‘self’ and ‘others’ who have a shared passion and an interest in STEM fields. Although individuals have intrinsic motivation and individual prompts in STEM fields (i.e. resilience, beliefs in their capacity/ability and curiosity, etc.), social determinants (i.e. receiving adequate support from members of the STEM community, social capital and social cohesion, etc.) also play a significant role in influencing individual’s sense of STEM belonging.

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Science career aspiration and science capital in China and UK: a comparative study using PISA data

Cited by 29 publications

References 47 publications

Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence

Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence

A Educação Em Ciências E a Teoria Dos Capitais De Bourdieu: Uma Revisão Crítica Do Conceito De Science Capital

Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions

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