The postmodern perfectionist, the pragmatic hedonist and the materialist maximalist: understanding high school students’ profile choices towards or away from mathematics, science and technology (MST) fields in the Netherlands

Yazilitas, Demet; Saharso, Sawitri; Vries, Garry Cores de; Svensson, Jorgen S.

doi:10.1080/09540253.2016.1166185

Cited by 9 publications

(6 citation statements)

References 26 publications

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“…Social and cultural factors. Social and cultural factors like the ethnicity (Gorard and See, 2009;Gill and Bell, 2013;Mujtaba and Reiss, 2014;DeWitt and Archer, 2015;Yazilitas et al, 2017), the socio-economic background (Gorard and See, 2009;Smith and Gorard, 2011;Anderhag et al, 2013;Mujtaba et al, 2018) and the parents' influence (Stokking, 2000;Lyons, 2006b;Harackiewicz et al, 2012;Anderhag et al, 2013;Mujtaba and Reiss, 2014;Mujtaba et al, 2018) have been the subject of previous research regarding participation in science. Additionally, differences between countries have been established by several authors both at the secondary (Potvin and Hasni, 2014) and tertiary level (Van Langen and Dekkers, 2005;Elster, 2014;Blanco-Lo ´pez et al, 2015).…”

Section: Factors Influencing the Choice Of Physics And Chemistry In S...mentioning

confidence: 99%

The effect of motivation on the choice of chemistry in secondary schools: adaptation and validation of the Science Motivation Questionnaire II to Spanish students

Ardura

Pérez‐Bitrián

2018

Chem. Educ. Res. Pract.

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The present study aims to analyse the effect of motivational variables and previous academic achievement on students’ future choice of chemistry once this subject becomes optional in the educational system. Toward this goal, the translation and adaptation of the Science Motivation Questionnaire II (SMQII) has been undertaken in our investigation to measure students’ motivation towards physics and chemistry. The sample comprised 1060 secondary school Spanish students divided into two groups: 695 students who chose the subject when it became optional for the first time and 365 who decided to leave it. Factor analysis confirmed the original structure of latent variables in our sample, providing validity for this adaptation to a new language and context. A segmentation analysis confirmed that career motivation was the best predictor of students’ retention in physics and chemistry before previous academic achievement and the rest of the motivational variables. Although significant gender differences were found in self-efficacy and self-determination, these seem not to be relevant in students’ choice.

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Section: Factors Influencing the Choice Of Physics And Chemistry In S...mentioning

confidence: 99%

The effect of motivation on the choice of chemistry in secondary schools: adaptation and validation of the Science Motivation Questionnaire II to Spanish students

Ardura

Pérez‐Bitrián

2018

Chem. Educ. Res. Pract.

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“…Moreover, there are those who are the most interested in using instead of producing technologies. Interestingly, there are also secondary education pupils, typically more girls than boys, choosing STEM subjects who are not interested in them but opt for them to keep their options open (Yazilitas, Saharso, de Vries, & Svensson, ).…”

Section: Discussionmentioning

confidence: 99%

STEM: A help or a hinderance in attracting more girls to engineering?

Naukkarinen

Bairoh²

2020

J of Engineering Edu

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Background: Research on gender differences and practical initiatives to attract girls to engineering are often carried out at the macro level where science, technology, engineering, and mathematics are aggregated into an entity called STEM. Purpose/Hypothesis: This article challenges the aggregated approach, analyzes gender differences among science and engineering applicants in Finland, and discusses the implications of the findings for engineering education and intervention initiatives.Design/Method: The data consist of the application choices of all applicants to Bachelor studies in Finland in 2016 (151,369 individuals), from which two groups were selected: persons whose first application choice was engineering/ technology and persons whose first choice was natural sciences or mathematics.The application choices of these individuals (in total 9,104) are statistically described and analyzed. Results: Engineering/technology (TECH) and natural sciences and mathematics (SCIMA) subjects are not perceived as alternative options by female applicants. Almost 60% of all female TECH applicants and more than 50% of the female SCIMA applicants apply only to their respective programs. Moreover, TECH applicants considering other options prefer other subjects to SCIMA and vice versa.Conclusions: Encouraging more girls to study STEM is not a sufficient solution for attracting more women to engineering. Instead of or in addition to encouraging girls to study science and mathematics in K-12 education, it is necessary to open the black box of technology and help young people better understand what engineering is about. K E Y W O R D S gender diversity, higher education, identity, STEM

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“…It is clear that teachers view outreach activities, as positive opportunities for learners to engage in science; however, the participants in this study indicate that the quality of these events are somewhat inconsistent. These ideas are captured in the literature by Yazilitas et al (2017) and Moote et al (2020) who discussed how an array of scientific evidence shows how…”

Section: Rq1 -How Can Parents Teachers and Outrea Ch Programmes 'Shape' A Child's Choice Regarding Science?mentioning

confidence: 99%

Devising a Unique Model for Science Outreach Programmes With Critical Engagement From Teachers Across the 5-19 Age Range

Brennan¹,

Mallaburn²,

Seton³

2019

EDULEARN Proceedings

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This thesis utilises teachers' reflections regarding their experiences of science outreach activities, they have encountered and identify features of these programmes that attracts schools to engage (or not engage) with these extra-curricular events. This is useful as science outreach work is considered a fun and satisfying venture which can enhance the learning experience, spark scientific interest in learners which can promote further engagement within the subject (Shanahan et al, 2011). Teachers are also an important group to focus upon within this field, as teachers are gatekeepers to these experiences.However, wider research warns that there is little evidence to suggest whether these types of activities achieve their overarching goal; to encourage people to enter and persist within science careers (Banerjee, 2018;Bogue et al, 2013; Van De Hurk et al, 2019). Therefore, this PhD aims to further explore which type of outreach activities participants believe to be the most successful in enthusing learners in science, to provide recommendations as to the future designs of these programmes.To do so, this PhD was divided into two Phases and collected data from participants across all formal educational levels (eg. from primary to college in the context of England). Phase One involved conducting questionnaires (n=52) and interviews (n=8) and generated both quantitative and qualitative data. Standard statistical analysis was used to determine who participants felt that science outreach should be aimed at and thematic analysis (Braun and Clarke, 2006) of the qualitative data provided a more detailed understanding of what teacher's expectations are with regards to these programmes. Data revealed that despite wider research stating that children formed interests at a young age (Oppermann et al, 2018), participants felt that outreach was more important at higher educational levels. Participants did however agree that it was of equal important for both genders and those from a lower socio-economic background. Responses from the openquestions and interviews also revealed that although teachers value these types of activities to assist with the formal science curriculum, barriers such as time and cost may limit their engagement with these programmes. These findings, along with more focused wider literature, were then used to develop a preliminary model for the 'optimum' delivery of science outreach activities.Phase Two was designed to further refine the proposed model using principles of Modified Grounded Theory via conducting focus groups (n=4). As part of these focus groups participants were also specifically asked which aspects of the model would be most beneficial for those learning from lower socio-economic backgrounds. Findings from this ~ iii ~ phase of the PhD study indicated that the key to effective outreach work in science is to ensure that clear objectives are defined at the start of the design process to ensure that all key stakeholders such as teachers, parents and learners are included. It is anticipated tha...

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The postmodern perfectionist, the pragmatic hedonist and the materialist maximalist: understanding high school students’ profile choices towards or away from mathematics, science and technology (MST) fields in the Netherlands

Cited by 9 publications

References 26 publications

The effect of motivation on the choice of chemistry in secondary schools: adaptation and validation of the Science Motivation Questionnaire II to Spanish students

The effect of motivation on the choice of chemistry in secondary schools: adaptation and validation of the Science Motivation Questionnaire II to Spanish students

STEM: A help or a hinderance in attracting more girls to engineering?

Devising a Unique Model for Science Outreach Programmes With Critical Engagement From Teachers Across the 5-19 Age Range

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