Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
International Journal of Technology and Design Education
Erschienen in: International Journal of Technology and Design Education 1/2022

10.06.2020

Primary school students' interests in STEM careers: how conceptions of STEM professionals and gender moderation influence

verfasst von: Winnie Wing Mui So, Yu Chen, Stephen Cheuk Fai Chow

Erschienen in: International Journal of Technology and Design Education | Ausgabe 1/2022

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

This study assessed elementary school students’ conceptions of STEM professions and its potential influence on STEM career interest, as well as the moderation effect of gender on the relationships between conceptions of STEM professionals and career interest in STEM. A total of 216 grade 3 through 5 students in Hong Kong participated in this study. They were asked to draw images of professionals in specific STEM areas, and complete questionnaires about their conceptions of STEM professionals and interests in STEM careers. Drawings were analyzed using graphic content analysis, and survey data were analyzed using moderated hierarchical regression analysis. Analysis of drawings showed that the students had inadequate understanding of engineers or scientists in the air, food, and water area. Boys were more likely to hold gender-related stereotypes about STEM professionals than girls. Analysis of survey data revealed that students’ views about STEM career implications, STEM professionals’ personal aptitudes, and social relations significantly predicted their STEM career interest. Gender significantly moderated the association of Social relations and Interest, meaning that compared to boys, girls might express higher STEM career interest when they more strongly believed that STEM professionals are able to build good social relationships with others. This study has implications for the design and implementation of pertinent lessons on STEM for elementary schools.
Vorheriger Artikel Embodying the past, designing the future: technological determinism reconsidered in technology education
Nächster Artikel The effect of an interdisciplinary STEM course on children’s attitudes of learning and engineering design skills

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren
Literatur
Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science, 355(6323), 389–391.
Blažev, M., Karabegović, M., Burušić, J., & Selimbegović, L. (2017). Predicting gender-STEM stereotyped beliefs among boys and girls from prior school achievement and interest in STEM school subjects. Social Psychology of Education, 20(4), 831–847.
Bond, B. J. (2016). Fairy godmothers > robots: The influence of televised gender stereotypes and counter-stereotypes on girls’ perceptions of STEM. Bulletin of Science, Technology & Society, 36(2), 91–97.
Capobianco, B. M., Diefes-dux, H. A., Mena, I., & Weller, J. (2011). What is an engineer? Implications of elementary school student conceptions for engineering education. Journal of Engineering Education, 100(2), 304–328.
Carr, R., & Diefes-Dux, H. (2012). Change in elementary student conceptions of engineering following an intervention as seen from the Draw-an-Engineer Test. In Proceedings of the 2012 American Society for Engineering Education Annual Conference (pp. 1–12).
Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw-A-Scientist Test. Science Education, 67(2), 255–265.
Chan, A. K. W., & Cheung, A. K. L. (2018). Gender differences in choosing STEM subjects at secondary school and university in Hong Kong. Hong Kong: The Women’s Foundation.
Chan, C. K. Y., Yeung, N. C. J., Kutnick, P., & Chan, R. Y. Y. (2019). Students’ perceptions of engineers: dimensionality and influences on career aspiration in engineering. International Journal of Technology and Design Education, 29, 421–439.
Cheng, Y. C., & So, W. W. M. (2020). Managing STEM learning: A typology and four models of integration. International Journal of Educational Management, 34(6), 1063–1078.
Cheryan, S., & Plaut, V. C. (2010). Explaining underrepresentation: A theory of precluded interest. Sex roles, 63(7–8), 475–488.
Cheryan, S., Siy, J. O., Vichayapai, M., Drury, B. J., & Kim, S. (2011). Do female and male role models who embody STEM stereotypes hinder women’s anticipated success in STEM? Social Psychological and Personality Science, 2, 656–664.
Cundiff, J. L., Vescio, T. K., Loken, E., & Lo, L. (2013). Do gender-science stereotypes predict science identification and science career aspirations among undergraduate science majors? Social Psychology of Education, 16(4), 541–554.
DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B., & Wong, B. (2013). Young children’s aspirations in science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35(6), 1037–1063.
Diekman, A. B., Clark, E. K., Johnston, A. M., Brown, E. R., & Steinberg, M. (2011). Malleability in communal goals and beliefs influences attraction to stem careers: Evidence for a goal congruity perspective. Journal of Personality and Social Psychology, 101(5), 902.
Eccles, J., & Wang, M. T. (2016). What motivates females and males to pursue careers in mathematics and science? International Journal of Behavioral Development, 40(2), 100–106.
Endendijk, J. J., Groeneveld, M. G., van Berkel, S. R., Hallers-Haalboom, E. T., Mesman, J., & Bakermans-Kranenburg, M. J. (2013). Gender stereotypes in the family context: Mothers, fathers, and siblings. Sex Roles, 68(9–10), 577–590.
Farland-Smith, D., & Tiarani, V. (2016). Eighth grade students conceptions of how engineers use math and science in the field of engineering: A comparison of two cohorts. Journal of Education and Training Studies, 4(10), 182–192.
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). London: Sage.
Finson, K. (2009). What drawings reveal about perceptions of scientists: Visual data operationally define. In J. Pedersen & K. Finson (Eds.), Visual data: Understanding and applying visual data to research in education (pp. 59–78). Rotterdam: Sense Publishers.
Fralick, B., Kearn, J., Thompson, S., & Lyons, J. (2009). How middle schoolers draw engineers and scientists. Journal of Science Education and Technology, 18(1), 60–73.
Fung, Y. Y. (2002). A comparative study of primary and secondary school students’ images of scientists. Research in Science and Technological Education, 20(2), 199–213.
Garriott, P. O., Hultgren, K. M., & Frazier, J. (2017). STEM stereotypes and high school students’ math/science career goals. Journal of Career Assessment, 25(4), 585–600.
Guzey, S. S., Harwell, M., & Moore, T. (2014). Development of an instrument to assess attitudes toward science, technology, engineering, and mathematics (STEM). School Science and Mathematics, 114(6), 271–279.
Hansen, A. K., Dwyer, H. A., Iveland, A., Talesfore, M., Wright, L., Harlow, D. B., & Franklin, D. (2017). Assessing children’s understanding of the work of computer scientists. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, (vol. 17, pp. 279–284).
Herbert, J., & Stipek, D. (2005). The emergence of gender differences in children’s perceptions of their academic competence. Journal of Applied Developmental Psychology, 26(3), 276–295.
Hilton, J. L., & von Hippel, W. (1996). Stereotypes. Annual Review of Psychology, 47, 237–271.
Holmegaard, H. T., Madsen, L. M., & Ulriksen, L. (2014). To choose or not to choose science: Constructions of desirable identities among young people considering a STEM higher education programme. International Journal of Science Education, 36(2), 186–215.
Holmes, K., Gore, J., Smith, M., & Lloyd, A. (2018). An integrated analysis of school students’ aspirations for STEM careers: Which student and school factors are most predictive? International Journal of Science and Mathematics Education, 16(4), 655–675.
Ito, T., & McPherson, E. (2018). Factors influencing high school students’ interest in pSTEM. Frontiers in Psychology, 9, 1–13.
Jenkins, E., & Nelson, N. W. (2005). Important but not for me: Students’ attitudes toward secondary school science in England. Research in Science and Technological Education, 23(1), 41–57.
Kessels, U. (2015). Bridging the gap by enhancing the fit: How stereotypes about STEM clash with stereotypes about girls. International Journal of Gender, Science and Technology, 7(2), 280–296.
Kőycű, Ü., & deVries, M. J. (2016). What preconceptions and attitudes about engineering are prevalent amongst upper secondary school pupils? An international study. International Journal of Technology and Design Education, 26(2), 243–258.
Masnick, A. M., Valenti, S. S., Cox, B. D., & Osman, C. J. (2010). A multidimensional scaling analysis of students’ attitudes about science careers. International Journal of Science Education, 32(5), 653–667.
McCann, F. F., & Marek, E. A. (2016). Achieving diversity in STEM: The role of drawing-based instruments. Creative Education, 07(15), 2293–2304.
Mercier, E. M., Barron, B., & O’Connor, K. M. (2006). Images of self and others as computer users: the role of gender and experience. Journal of Computer Assisted Learning, 22, 335–348.
Miller, P. H., Slawinski Blessing, J., & Schwartz, S. (2006). Gender differences in high school students’ views about science. International journal of science education, 28(4), 363–381.
Mizala, A., Martínez, F., & Martínez, S. (2015). Pre-service elementary school teachers’ expectations about student performance: How their beliefs are affected by their mathematics anxiety and student’s gender. Teaching and Teacher Education, 50, 70–78.
National Science Board. (2016). Science and engineering indicators 2016. Arlington, VA: National Science Foundation (NSB-2016-1).
Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Harvesting implicit group attitudes and beliefs from a demonstration web site. Group Dynamics: Theory, Research, and Practice, 6, 101–115.
Nugent, G., Barker, B., Welch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A model of factors contributing to STEM learning and career orientation. International Journal of Science Education, 37(7), 1067–1088.
Ozel, M. (2012). Children’s images of scientists: Does grade level make a difference? Educational Sciences: Theory and Practice, 12(4), 3187–3198.
Rennie, L. J. (2014). Learning science outside of school. In N. Lederman & S. K. Abell (Eds.), Handbook of research in science education (pp. 120–144). Dordrecht: Peter Charles Taylor.
Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411–427.
Salehjee, S., & Watts, M. (2015). Science lives: School choices and ‘natural tendencies’. International Journal of Science Education, 37(4), 727–743.
Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2019). Students’ changing attitudes and aspirations towards physics during secondary school. Research in Science Education, 49(6), 1809–1834.
Shumow, L., & Schmidt, J. A. (2013). Enhancing adolescents’ motivation for science. Thousand Oaks: Corwin Press.
Silver, A., & Rushton, B. S. (2008). Primary-school children’s attitudes towards science, engineering and technology and their images of scientists and engineers. Education 3-13, 36(1), 51–67.
Skamp, K. (2007). Conceptual learning in the primary and middle years: The interplay of heads, hearts, and hands-on science. Teaching Science, 53(3), 18–22.
So, W. M. W., & Chiu, W. K. S. (2020). Challenges and Opportunities with Hong Kong students’ Science, Technology, Engineering and Mathematics aspirations. Hong Kong: The Public Policy Research.
So, W. W. M., Zhan, Y., Chow, S. C. F., & Leung, C. F. (2018). Analysis of STEM activities in primary students’ science projects in an informal learning environment. International Journal of Science and Mathematics Education, 16(6), 1003−1023.
Starr, C. R. (2018). “I’m Not a Science Nerd!” STEM stereotypes, identity, and motivation among undergraduate women. Psychology of Women Quarterly, 42(4), 489–503.
Steinke, J. (2017). Adolescent girls’ STEM identity formation and media images of STEM professionals: Considering the influence of contextual cues. Frontiers in Psychology, 8, 1–15.
Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255–270.
Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312(5777), 1143–1144.
Tan, A. L., Jocz, J. A., & Zhai, J. (2017). Spiderman and science: How students’ perceptions of scientists are shaped by popular media. Public Understanding of Science, 26(5), 520–530.
Tan-Wilson, A., & Stamp, N. (2015). College students’ views of work–life balance in STEM research careers: Addressing negative preconceptions. CBE—Life Sciences Education, 14(3), 1–13.
The Academy of Sciences of Hong Kong. (2017). Science, Technology and Mathematics Education in the development of the Innovation and Technology Ecosystem of Hong Kong. Hong Kong, China: The Academy of Sciences of Hong Kong.
Tiedemann, J. (2000). Parents’ gender stereotypes and teachers’ beliefs as predictors of children’s concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92(1), 144–151.
Tiedemann, J. (2002). Teachers’ gender stereotypes as determinants of teacher perceptions in elementary school mathematics. Educational Studies in Mathematics, 50, 49–62.
Tyler-Wood, T., Knezek, G., & Christensen, R. (2010). Instruments for assessing interest in STEM content and careers. Journal of Technology and Teacher Education, 18(2), 341–363.
van Tuijl, C., & van der Molen, J. H. W. (2016). Study choice and career development in STEM fields: An overview and integration of the research. International Journal of Technology and Design Education, 26(2), 159–183.
Wang, M. T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29(1), 119–140.
Yang, D. (2017). Junior high school Chinese students’ images of the geographer: A study of their drawings. International Research in Geographical and Environmental Education, 2046, 1–18.
Zirkel, S. (2002). Is there a place for me? Role models and academic identity among White students and students of color. Teachers College Record, 104(2), 357–376.
Metadaten
Titel
Primary school students' interests in STEM careers: how conceptions of STEM professionals and gender moderation influence
verfasst von
Winnie Wing Mui So
Yu Chen
Stephen Cheuk Fai Chow
Publikationsdatum
10.06.2020
Verlag
Springer Netherlands
Erschienen in
International Journal of Technology and Design Education / Ausgabe 1/2022
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI
https://doi.org/10.1007/s10798-020-09599-6

Weitere Artikel der Ausgabe 1/2022

International Journal of Technology and Design Education 1/2022 Zur Ausgabe

OriginalPaper

High school pre-engineering students’ engineering design cognition

OriginalPaper

How can biological shapes inspire design activity in closed domains?

Original Research Article

An exploratory study of technological knowledge when pupils are designing a programmed technological solution using BBC Micro:bit

OriginalPaper

Fostering creative minds: what predicts and boosts design competence in the classroom?

OriginalPaper

A design-led conceptual framework for developing school integrated STEM programs: the Australian context

OriginalPaper

Effect of design thinking approach on students’ achievement in some selected physics concepts in the context of STEM learning

    Premium Partner

    Bildnachweise