Understanding Student Participation and Choice in Science - download pdf or read online
By Ellen Karoline Henriksen, Justin Dillon, Jim Ryder
Drawing on information generated through the EU’s pursuits and Recruitment in technology (IRIS) undertaking, this quantity examines the difficulty of younger people’s participation in technology, expertise, engineering and arithmetic schooling. With an especial specialise in lady participation, the chapters supply research deploying diverse theoretical frameworks, together with sociology, social psychology and gender reports. the cloth additionally contains reports of correct study in technological know-how schooling and summaries of empirical information touching on pupil offerings in STEM disciplines in 5 ecu countries.
Featuring either quantitative and qualitative analyses, the e-book makes a considerable contribution to the constructing theoretical time table in STEM schooling. It augments to be had empirical info and identifies recommendations in policy-making that may result in more suitable participation—and gender balance—in STEM disciplines. nearly all of the bankruptcy authors are IRIS venture participants, with extra chapters written through in particular invited members. The ebook presents researchers and coverage makers alike with a finished and authoritative exploration of the center concerns in STEM academic participation.
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Additional info for Understanding Student Participation and Choice in Science and Technology Education
3. 4. Interest-enjoyment value Attainment value Utility value Relative cost Previous AchievementRelated Experiences Across Time Fig. 1 Eccles and Wigfield (2002) expectancy-value model of achievement-related choices 2 Expectancy-Value Perspectives on Choice of Science and Technology Education. . 19 The underlying premise of expectancy-value theory is that choice, persistence and performance can be explained by individuals’ beliefs about how well they will perform in a particular activity and the extent to which they value the activity, that is, the subjective value they attach to the activity (Wigfield and Eccles 2000).
I don’t think I would fit that well as a teacher (. ) Now that I think about it I don’t think I could stand becoming a teacher. (Christine, upper secondary school) Five months later, Christine sent the researchers a text-message: ‘I have started at teacher education [to become a primary and lower-secondary school teacher with mathematics as speciality]. I have always wanted to become a teacher’. Christine’s major revision of her narrative seemed surprising. In an interview at the beginning of her teacher education, she explained how she was not sure whether engineering would be the right fit for her, and whether it at all was worth spending 4 h on a train each day to go to the technical university.
Holmegaard et al. Identity, Meaning and Choice When students are about to choose what to study after upper-secondary school they undergo a meaning making process where they struggle to make sense of who they are and who to become (Illeris et al. 2002; Schreiner 2006). Within narrative psychology this meaning making process is a central concept. Not only do narratives say something about events and experiences, but more precisely they offer an approach to study how individuals understand these events and experiences and what meaning they ascribe to them.
Understanding Student Participation and Choice in Science and Technology Education by Ellen Karoline Henriksen, Justin Dillon, Jim Ryder