umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Factors explaining gymnasium students' technology related career orientations
University of Tartu, Tartu, Estonia.
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. University of Tartu. (UmSER)
University of Tartu, Tartu, Estonia.
University of Tartu, Tartu, Estonia.
2015 (English)In: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 14, no 6, 706-722 p.Article in journal (Refereed) Published
Abstract [en]

In the current study, gymnasium students’ technology-related career orientations were studied from a Social Cognitive Career Theory perspective. In order to address students’ lack of interest in technology related careers as recognised worldwide, the design-based science learning (DBSL) approach was used. For the purposes of the current study, five learning modules were adapted by the research team from those developed within a European project and taught by science teachers (N=18). At the beginning of the study, 10th-11th grade students (N=314)completed a questionnaire consisting of measures of career goals, interests, self-efficacy, outcome expectations and contextual supports in relation to technology. After teaching 2-3 modules, students’ technology-related career goals were again determined using a reduced version of the same questionnaire. Based on the outcomes, it was found that at the beginning of the study, boys’ future career goals were significantly more connected with technology than those for girls. In addition, boys had a stronger background related to technology. As a result of the intervention,students’ technology-related career goals became significantly stronger for both boys, as well as for girls, but the change was more pronounced for girls.

Place, publisher, year, edition, pages
2015. Vol. 14, no 6, 706-722 p.
Keyword [en]
design-based science learning, gymnasium students, Social Cognitive Career Theory, technology-related career interests
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-117068ISI: 000369917000002OAI: oai:DiVA.org:umu-117068DiVA: diva2:904653
Projects
ESTABLISH
Funder
EU, FP7, Seventh Framework Programme
Available from: 2016-02-19 Created: 2016-02-19 Last updated: 2017-11-30Bibliographically approved

Open Access in DiVA

fulltext(342 kB)80 downloads
File information
File name FULLTEXT01.pdfFile size 342 kBChecksum SHA-512
d543b3b1d24a9fa2727db6ed37f48c9fb3f180c32d2279b537460786f044feb009b13575e1071e91d070ea8d790b26e944a2de93c28fc77d53e379d659c388b1
Type fulltextMimetype application/pdf

Other links

URL

Search in DiVA

By author/editor
Vaino, Katrin
By organisation
Department of Science and Mathematics Education
In the same journal
Journal of Baltic Science Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 80 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 231 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf