Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable

DeWitt, Jennifer; Osborne, Jonathan; Archer, Louise; Dillon, Justin; Willis, Beatrice; Wong, Billy

doi:10.1080/09500693.2011.608197

Cited by 178 publications

(143 citation statements)

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“…Recent research on students' science aspirations indicates that although 10-14-year-old students find science enjoyable and believe that scientists do valuable work that can make a difference in the world, only a handful of them aspire to be a scientist at this age (Archer, 2013). Archer and colleagues (Archer et al 2010;DeWitt et al, 2013) attribute this discrepancy between science interest and science aspirations to various factors including identity formation and science career advice.…”

Section: Students' Views Of Scientists and Their Workmentioning

confidence: 99%

“…The image of science that students hold is 'highly incompatible' with the images they have, or want to have, of themselves (Hannover & Kessels, 2004, p. 52). As a result, students distance themselves from science and begin to consider it as 'not for me ' (Archer, 2013), which has implications when deciding whether they would like to follow a science career. Consequently, there is a need to address students' views of scientists and their work to allow students to develop an inclusive view of science and its practices.…”

Section: Students' Views Of Scientists and Their Workmentioning

confidence: 99%

“…Archer and colleagues (Archer et al 2010;DeWitt et al, 2013) attribute this discrepancy between science interest and science aspirations to various factors including identity formation and science career advice. Cleaves (2005) also identified the lack of advice on future careers in science as a factor that influences students' decisions to pursue science in post-compulsory education.…”

Section: Students' Views Of Scientists and Their Workmentioning

confidence: 99%

See 2 more Smart Citations

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

Woods-Townsend

Christodoulou

Rietdijk

et al. 2015

International Journal of Science Education, Part B

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Students have been reported to have stereotypical views of scientists as middle-aged white men in lab coats. We argue that a way to provide students with a more realistic view of scientists and their work is to provide them with the opportunity to interact with scientists during short, discussion-based sessions. For that reason, 20 scientists from 8 professional areas were asked to share their experiences of becoming and being a scientist, in short sessions with groups of 7 -8 students. The student sample consisted of 223 students between 13 and 15 years. Student and scientist questionnaires were used before and after the sessions to assess students' views of scientists and their work, and scientists' experiences of interacting with students. The pre-session questionnaires revealed that students considered scientists as 'boring' and 'nerdy' whereas after the sessions students focused extensively on how 'normal' the scientists appeared to be. The faceto-face interactions with scientists allowed students to view scientists as approachable and normal people, and to begin to understand the range of scientific areas and careers that exist. Scientists viewed the scientist-student interactions as a vehicle for science communication. Implications discussed include the need for future training courses to focus on developing science communicators' questioning and interaction skills for effective interactions with students.

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Section: Students' Views Of Scientists and Their Workmentioning

confidence: 99%

Section: Students' Views Of Scientists and Their Workmentioning

confidence: 99%

Section: Students' Views Of Scientists and Their Workmentioning

confidence: 99%

See 1 more Smart Citation

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

Woods-Townsend

Christodoulou

Rietdijk

et al. 2015

International Journal of Science Education, Part B

View full text Add to dashboard Cite

show abstract

“…Possivelmente, prevalece a combinação do que se aprende na escola e experiências pessoais, entrando em jogo elementos cognitivos e afetivos adquiridos no contexto familiar, no convívio com os amigos e nos meios de comunicação (NERESINI et al, 2010). Além disso, Dewitt (2013) A autoeficácia é compreendida como a confiança de uma pessoa em suas habilidades para realizar com sucesso uma tarefa ou um grupo de tarefas específicas, sendo uma variável que ajuda a explicar se um indivíduo terá iniciativa, perseverança e se conseguirá ter êxito em um determinado curso de ação. Já as expectativas de resultado são as crenças pessoais acerca dos possíveis resultados das ações, ou seja, as consequências imaginadas de certos atos.…”

Section: Os Jovens Brasileiros E Os Interesses Profissionaisunclassified

“…Existem vários fatores como influências da família, experiências com a ciência na escola, autoconceito e imagens de cientistas, entre outros fatores que parecem associados com as aspirações profissionais dos jovens. Assim, pauta-se o desafio de identificar os fatores potenciais que tem influenciado os interesses profissionais dos jovens brasileiros, o que deve contribuir na implementação de estratégias que favoreçam uma visão de carreira na ciência como algo que "pode ser para mim" (DEWITT et al, 2013).…”

Section: Considerações Finaisunclassified

Quero Ser Cientista? Aspirações Profissionais De Jovens Brasileiros

Oliveira¹,

Bizzo²

2017

Rev. Ciênc. & Ideias

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RESUMOEste estudo teve como objetivo verificar as aspirações profissionais de jovens brasileiros, caracterizando o interesse por seguir carreira científica. Houve a participação de 2.404 estudantes (55,1% meninas) matriculados no 1º ano do Ensino Médio de 78 escolas das cinco regiões brasileiras. Quanto à faixa etária dos jovens, houve maior frequência de estudantes com 15 anos de idade (47,4%). As coletas de dados foram através de questionários e as análises foram realizadas com auxílio do Software Statistical Package for Social Science (SPSS) -versão 18.0. Os resultados apontam que as afinidades profissionais dos jovens foram influenciadas pelas variáveis, sexo e região do país onde o estudante reside. A maioria dos estudantes tem interesse por atividades de gerenciamento de negócios, os demais se dividem em grupos interessados por atividades que envolvam pesquisa, conhecimento e maior relação com pessoas, animais e meio ambiente, e também há grupos mais motivados por atividades associadas às habilidades manuais de construção e conserto de objetos e atividades esportivas. Há poucos estudantes interessados pela carreira científica, o que parece resultado do baixo conhecimento sobre as funções e atividades da profissão e também por percepções de que se trata de uma carreira com pouco espaço no mercado de trabalho. PALAVRAS-CHAVE:Ciência; Cientista; Ensino Médio; Futuro Profissional. INTRODUÇÃONas últimas décadas, pesquisadores em educação em ciências têm empenhado esforços para entender as relações dos estudantes com a ciência. Quando se fala em atitudes em relação à ciência refere-se a uma variedade de relações que envolvem a forma como os alunos visualizam as informações e as atividades científicas, as quais, presume-se, eles sustentem suas escolhas em participar ou não de atividades de ciência no presente e no futuro (AINLEY; AINLEY, 2011). Todavia, para entender os valores atribuídos à ciência pelos indivíduos, é necessário conhecer os principais fatores

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What PISA and ASPIRES studies tell us about the nuanced influence of cultural capital on student learning: Construct complexity, student outcomes and contexts

Tan

2020

British Educational Res J

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This article juxtaposes the evolving scholarship investigating the influence of cultural capital on student learning and the developing trajectory of sociologists employing quantitative research methods. It critically reviews results from 34 studies analysing PISA or ASPIRES data to generate three key insights demonstrating complexities in relationships between cultural capital and student outcomes. First, cultural capital is a complex construct with many variables (different forms of cultural capital, highbrow/non-highbrow cultural capital) varying in their association with student literacy and parents' cultural capital affecting student literacy both directly and indirectly. Second, the influence of cultural capital may vary with types of student outcomes measured. Specifically, there are cultural variables associated with student literacy in different subjects, some cultural capital variables are more important for student literacy for a subject, and cultural capital influences student aspirations in addition to their literacy. Third, the influence of cultural capital on student literacy may vary with educational and social contexts. Cultural capital is more important in decentralised education systems, in low-achieving schools within differentiated education systems, in higher-quality schools and in more unequal, developed societies. In contrast, it matters less in high-achieving and standardised education systems, and in societies valuing education. Given the complexity in cultural capital, future research can ascertain how each cultural capital variable contributes to student learning and compare their effectiveness. It is also important to identify which cultural capital variables matter for specific student outcomes. Lastly, these insights highlight the need to recognise contextual differences in studies of social inequality.

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Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable

Cited by 178 publications

References 50 publications

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

Meet the Scientist: The Value of Short Interactions Between Scientists and Students

Quero Ser Cientista? Aspirações Profissionais De Jovens Brasileiros

What PISA and ASPIRES studies tell us about the nuanced influence of cultural capital on student learning: Construct complexity, student outcomes and contexts

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