Enhancing students’ interest in science and STEM careers:an investigation of career-based scenarios and students’ self-views in relation to science

Increasing the numbers of Science, Technology, Engineering, and Mathematics [STEM] graduates in many developed countries is more intensified than ever before to confront societal challenges that threaten the pursuit of human prosperity. In responding to this call, this thesis project focused on (a) investigating the impact of a specially designed career-oriented intervention in science class on students’ interest and understandings of STEM careers, and (b) further exploring their self-views in relation to science and STEM career aspirations through secondary school education. Framed within Social Cognitive Career Theory, this longitudinal project consists of one study that focuses on the curriculum design using career-based scenarios as teaching innovations, and three empirical studies using questionnaires and individual semi-structured interviews with the students and the teacher(s). The findings illustrate that opportunities for active engagement in scientific practices and interactions with experts were important conditions for career-based scenarios to succeed in enhancing students’ interest and understandings of STEM careers. Furthermore, the findings point to a set of distinct student profiles that present a picture of the diversity in the evolution of student self-views in relation to science. These profiles also showcase the dynamic interplay between the evolution in self-views and aspirations, mediated by the following factors: interest and a personal passion, family science capital, outcome expectations, educational experience, and self-efficacy, as well as science/technology-related hobbies. These findings hold important implications for career-oriented curriculum design aiming to enhance students’ self-identification with science, improve awareness of STEM-related career options, and potentially facilitate relevant aspirations

Enhancing students’ interest in science and understandings of STEM careers:The role of career-based scenarios

Theoretically framed within Social Cognitive Career Theory emphasising on the construct of situational interest, this study explores the impact of career-based scenarios, as an instructional approach, on students’ interest in science and understandings of STEM careers. This case study involved 16 students aged 13–15 years old, who participated in a classroom intervention consisting of five sessions in a period of two years. Data were collected through a questionnaire and semi-structured interviews administered repeatedly after each session. The questionnaire data were analysed with the use of descriptive statistics and the interview data were analysed through content analysis. The findings illustrate that opportunities for active engagement in scientific practices and interactions with experts were important conditions for career-based scenarios to succeed in enhancing students’ situational interest and understandings of STEM careers. These findings hold important implications for educational practice as they offer insights into career-oriented curriculum design for the purpose of enhancing student interest in science as well as understandings of STEM careers

Enhancing students’ interest in science and understandings of STEM careers: the role of career-based scenarios

Theoretically framed within Social Cognitive Career Theory emphasising on the construct of situational interest, this study explores the impact of career-based scenarios, as an instructional approach, on students’ interest in science and understandings of STEM careers. This case study involved 16 students aged 13–15 years old, who participated in a classroom intervention consisting of five sessions in a period of two years. Data were collected through a questionnaire and semi-structured interviews administered repeatedly after each session. The questionnaire data were analysed with the use of descriptive statistics and the interview data were analysed through content analysis. The findings illustrate that opportunities for active engagement in scientific practices and interactions with experts were important conditions for career-based scenarios to succeed in enhancing students’ situational interest and understandings of STEM careers. These findings hold important implications for educational practice as they offer insights into career-oriented curriculum design for the purpose of enhancing student interest in science as well as understandings of STEM careers