"Hard Science": A Career Option for Socially and Societally Interested Students? Grade 12 Students' Vocational Interest Gap Explored

Autor/inn/en	Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter
Titel	"Hard Science": A Career Option for Socially and Societally Interested Students? Grade 12 Students' Vocational Interest Gap Explored
Quelle	In: International Journal of Science Education, 39 (2017) 17, S.2304-2320 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Struyf, Annemie) ORCID (Van Petegem, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1376259
Schlagwörter	Foreign Countries; Grade 12; Secondary School Students; Student Attitudes; Career Choice; Student Interests; Focus Groups; Stereotypes; Social Influences; Cooperation; Science Careers; Vocational Interests; Physical Sciences; Engineering; Mathematics; Electronics; Industry; Qualitative Research; Belgium + Suchen Sie Ihr Suchwort? Ausland; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Schülerverhalten; Studieninteresse; Klischee; Sozialer Einfluss; Co-operation; Kooperation; Berufsinteresse; Natural sciences; Naturwissenschaften; Naturwissenschaft; Maschinenbau; Mathematik; Elektronik; Industrie; Qualitative Forschung; Belgien
Abstract	A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01