Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Exploring Korean 4th Graders' Career Aspirations in Science with a Focus on Science Identity

과학 관련 진로에 대한 포부가 낮은 초등 4학년 학생들의 과학 정체성 탐색

  • Received : 2014.07.04
  • Accepted : 2014.10.08
  • Published : 2014.10.31
Download PDF
⟨ Previous Next ⟩

Abstract

The aim of this study is to explore why Korean 4th graders' interest in science was not connected to career aspirations in science using the perspective of science identity. Forty-five students with a high interest in science but with low science-related aspirations have been chosen from 488 elementary school students who have completed a questionnaire exploring students' interest and career aspirations in science. Among them, 19 who have received parental permission participated in in-depth interviews examining students' science identities (interest, competence, and recognition by others in science) and their experiences and perceptions of science-related activities. The results showed that most students have limited or situational interest in science, a gap between the perception of their competence in science and their competence for a science-related career, and negative recognition by others in science. Also, participants' science identities and low aspirations for a science-related career constrained their attention and participation in science-related activities. Students' negative science identities and low aspirations for science-related careers were based on the high standards of science-related careers. It seems that these erroneous perceptions and expectations led them to differentiate themselves from students pursuing science-related careers, as well as to perceive that their interest, competence, and recognition by others in science were not enough to pursue a science-related career. This study has implications for understanding the current condition of young students with low aspirations for science careers and exploring desirable objectives and strategies to promote activities to raise their aspirations for science-related careers.

이 연구는 과학 정체성 개념을 사용하여 초등학교 4학년 학생들의 과학 관련 진로에 대한 포부를 탐색하는 것을 목적으로 한다. 연구를 위해 2013년 서울에 소재한 3개 초등학교의 4학년 학생들을 대상으로 한 과학 활동 경험에 대한 설문조사에서 과학에 대한 흥미는 높으나 관련 진로 포부가 낮다고 보고한 학생들(N=45)을 선별하였다. 이 가운데 연구 참여에 동의한 19명 학생들을 대상으로 과학 정체성(흥미, 능력, 타인에 의한 인정) 및 과학 관련 활동의 경험과 인식에 대해 심층 면담을 진행하였다. 면담에서 대부분의 학생들은 제한적이거나 상황적으로 유발되는 과학에 대한 흥미를 보였으며, 자신의 과학 능력과 과학 진로를 위해 필요한 능력의 차이, 또는 긍정적이지 않은 타인의 평가에 대한 인식을 가지고 있었다. 또한, 참여자들의 과학 정체성과 과학 관련 진로에 대한 낮은 포부는 과학 관련 활동에 대한 그들의 관심과 참여를 제한하였다. 참여자들은 대부분 상황적인 흥미를 유발시키는 일회적인 활동에 관심을 보였고, 실제 이러한 활동에 참여하였다. 이들은 자신들이 하는 활동이 과학 진로를 원하는 학생이 하는 활동과 다르다고 분명하게 구분하였고, 자신들의 능력이 부족하거나, 과학 관련 진로와 관련된다고 판단되는 활동들을 기피하였다. 참여자들의 부정적인 과학 정체성과 관련 진로에 대한 낮은 포부는 이들의 과학 관련 진로에 대한 높은 기준에 바탕을 두고 있었다. 이들의 잘못된 과학 관련 진로에 대한 인식과 기대는 참여자들이 자신과 과학관련 진로 학생과의 차이를 갖게 하고, 과학 관련 진로를 선택하기에 과학에 대한 흥미, 능력, 타인의 평가가 충분하지 않다고 판단하도록 하였다. 이러한 결과는 과학과 관련하여 어린 학생들의 현재 상태를 파악하고, 과학 관련 진로에 대한 포부를 높이기 위한 활동의 목표와 전략을 모색하는데 함의를 제공할 것이다.

Keywords

References

  1. Adams, W. K., Perkins, K. K., Podelefsky, N. S., Dubson, M., Finkelstein, N. D., & Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado learning attitudes about science survey. Physical Review Special Topics-Physics Education Research, 2, 1-14.
  2. Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94, 545-561. https://doi.org/10.1037/0022-0663.94.3.545
  3. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). 'Doing' science vs 'being' a scientist. Science Education, 94(4), 617-639. https://doi.org/10.1002/sce.20399
  4. Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students' identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching, 47(5), 564-582.
  5. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs a shapers of children's aspirations and career trajectories. Child Development, 72(1), 187-206. https://doi.org/10.1111/1467-8624.00273
  6. Beal, S. J., & Crockett, L. J. (2010). Adolescents' occupational and educational aspirations and expectations: Links to high school activities and adult educational attainment. Developmental Psychology, 46(1), 258-265. https://doi.org/10.1037/a0017416
  7. Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: Do mothers' beliefs matter 12 years later? Journal of Educational Psychology, 96(1), 97-109. https://doi.org/10.1037/0022-0663.96.1.97
  8. Bong, M. (2001). Between- and within- domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals. Journal of Educational Psychology, 93, 23-34. https://doi.org/10.1037/0022-0663.93.1.23
  9. Brickhouse, N. W. (2001). Embodying science: A reminist perspective on learning. Journal of Research in Science Teaching, 38(3), 282-295. https://doi.org/10.1002/1098-2736(200103)38:3<282::AID-TEA1006>3.0.CO;2-0
  10. Brown, B. A., Reveles, J. M., & Kelly, G. J. (2005). Scientific literacy and discursive identity: A theoretical framework for understanding science learning. Science Education, 89, 779-802. https://doi.org/10.1002/sce.20069
  11. Burke, P. J. (2003). Introduction. In P. J. Burke, T. J. Owens, R. T. Serpe, & P. A. Thoits (Eds.), Advances in identity theory and research. New York, NY: Kluwer.
  12. Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. https://doi.org/10.1002/tea.20237
  13. Chinn, P. W. U. (2002). Asian and Pacific islander women scientists and engineers: A narrative explanation of model minority, gender, and racial stereotypes. Journal of Research in Science Teaching, 39(4), 302-323. https://doi.org/10.1002/tea.10026
  14. Choi, Y., & Choi, K. (2012). Science experience's type and meaning of Korean middle school-science gifted students in parent.school.outof-school institution. Journal of the Korean Association for Research in Science Education, 32(10), 1580-1598.
  15. Cleaves, A. (2005). The formation of science choices in secondary school. International Journal of Science Education, 27(4), 471-486. https://doi.org/10.1080/0950069042000323746
  16. Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler P. M., & Hazari, Z. (2012). Out-of-school time science activities and their association with career interest in STEM. International Journal of Science Education, Part B: Communication and Public Engagement, 2(1), 63-79. https://doi.org/10.1080/21548455.2011.629455
  17. 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. https://doi.org/10.1080/09500693.2011.608197
  18. Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98, 382-393. https://doi.org/10.1037/0022-0663.98.2.382
  19. Eccles, J. S., Vida, M. N., & Barber, B. (2004). The relation of early adolescents' college plans and both academic ability and task-value beliefs to subsequent college enrollment. Journal of Early Adolescence, 24(1), 63-77. https://doi.org/10.1177/0272431603260919
  20. Enyedy, N., Goldberg, J., & Welsh, K. M. (2006). Complex dilemmas of identity and practice. Science Education, 90(1), 68-93. https://doi.org/10.1002/sce.20096
  21. Ferry, T. R., Fouad, N. A., & Smith, P. L. (2000). The role of family context in a social cognitive model for career-related choice behavior: A math and science perspective. Journal of Vocational Behavior, 57(3), 348-364. https://doi.org/10.1006/jvbe.1999.1743
  22. Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
  23. Gillibrand, E., Robinson, P., Brawn, R., & Osborn, A. (1999). Girls' participation in physics in single sex classes in mixed schools in relation to confidence and achievement. International Journal of Science Education, 21(4), 349-362. https://doi.org/10.1080/095006999290589
  24. Hall, S. (1996). Introduction: Who needs identity? In S. Hall & P. D. Gay (Eds), Questions of cultural identity, (pp. 1-17). London: Sage Publications.
  25. Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M-C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978-1003.
  26. Hidi, S., & Renninger, K. A. (2006). The four phase model of interest development. Educational Psychologist, 41(2), 111-127. https://doi.org/10.1207/s15326985ep4102_4
  27. Hullenman, C. S., Godes, O., Hendricks, B. L., & Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102, 880-890. https://doi.org/10.1037/a0019506
  28. Jacobs, J. E. & Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. In C. Sansone & J. M. Harackiewics (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance, (pp. 405-439). San Diego, CA: Academic Press.
  29. Josselson, R. (1996). Revision herself: The story of women's identity from college to midlife. New York, NY: Oxford University Press.
  30. Kim, H-J., & Im, S. (2012). An analysis of elementary school students' interest about learning science in informal science education environment. Journal of Korean Elementary Science Education, 31(1), 125-134.
  31. Koller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32, 448-470. https://doi.org/10.2307/749801
  32. Lave, J., & Wenger, E. (1991). Situated learning: peripheral participation. New York, NY: Cambridge University Press.
  33. Lee, J. D. (1998). Which kids can "become" scientists? Effects of gender, self-concepts, and perceptions of scientists. Social Psychology Quarterly, 61(3), 199-219. https://doi.org/10.2307/2787108
  34. Lemke, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273-290. https://doi.org/10.1207/S15327884MCA0704_03
  35. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122. https://doi.org/10.1006/jvbe.1994.1027
  36. National Science Teachers Association (NSTA). (1998). Informal science education: An NSTA position statement. Washington, DC: The author.
  37. Scherz, Z., & Oren, M. (2006). How to change students' images of science and technology. Science Education, 90, 965-985. https://doi.org/10.1002/sce.20159
  38. Shanahan, M-C., & Nieswandt, M. (2011). Science student role: Evidence of social structural norms specific to school science. Journal of Research in Science Teaching. 48(4), 367-395. https://doi.org/10.1002/tea.20406
  39. Stokking, K. M. (2000). Predicting the choice of physics in secondary education. International Journal of Science Education, 22(12), 1261-1283. https://doi.org/10.1080/095006900750036253
  40. Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312, 1143-1144. https://doi.org/10.1126/science.1128690
  41. Trusty, J. (2000). High educational expectations and low achievement: Stability of educational goals across adolescence. Journal of Educational Research, 93(6), 356-365. https://doi.org/10.1080/00220670009598730
  42. Turner, S. L., Steward, J. C., & Lepan, R. T. (2004). Family factors associated with sixth-grade adolescents' math and science career interests. The Career Development Quarterly, 53, 41-52. https://doi.org/10.1002/j.2161-0045.2004.tb00654.x
  43. Woolnough, B. E. (1994). Factors affecting students' choice of science and engineering. International Journal of Science Education, 16(6), 659-676. https://doi.org/10.1080/0950069940160605
  44. Yang, C., Bae, Y., Kim, C-J., Choe, S-U. Kim, H-B., Yoo, J., Yi, J-W, Kye, Y. H., & Noh, T. (2013). An investigation of science-related activities perceived by elementary school students. Journal of Korean Elementary Science Education, 32(4), 515-526.
  45. Yang, N, M., & Lee, E (2008). Parental academic involvement and academic self-efficacy as it applies to the relationship of career-aspirations in elementary school students. The Korean Journal of Counseling and Psychotherapy, 20(2), 455-472.
  46. Yoon, J. (2007). A analysis of causal relationship among students' science-related career choice and its factors. Journal of the Korean Association for Research in Science Education, 27(7), 570-582.
  47. Zimmerman, H. T., & Bell, P. (2012). Where young people see science: Everyday activities connected to science. International Journal of Science Education, part B, 1-29.

Cited by

  1. A Case Study of the Characteristics of Primary Students’ Development of Interest in Science vol.39, pp.6, 2018, https://doi.org/10.5467/JKESS.2018.39.6.600
  2. 초등 4학년 학생들의 과학 관련 진로 포부와 과학 정체성 관계의 변화 vol.35, pp.5, 2014, https://doi.org/10.14697/jkase.2015.35.5.0841
  3. 고등학생들을 위한 이공계 진로동기 검사도구 개발 및 타당화 vol.36, pp.1, 2016, https://doi.org/10.14697/jkase.2016.36.1.0075
  4. 일반계 여자고등학교 학생들의 과학관련 진로선택 및 변화 이해 -과학진로 문화자본 관점을 중심으로- vol.37, pp.1, 2014, https://doi.org/10.14697/jkase.2017.37.1.0049
  5. '모두를 위한 과학교육'을 실현하기 위한 과학 학습 정체성에 대한 사회문화적 접근 연구 동향 분석 vol.38, pp.2, 2014, https://doi.org/10.14697/jkase.2018.38.2.187
  6. 과학 관련 진로 및 진로교육에 대한 초등학생과 교사의 인식 vol.44, pp.1, 2020, https://doi.org/10.21796/jse.2020.44.1.50