Presentation is loading. Please wait.

Presentation is loading. Please wait.

What matters when young people choose to study science? Maria Vetleseter Bøe NUAS, Tromsø 27. oktober 2011 ©dreamstime.

Similar presentations


Presentation on theme: "What matters when young people choose to study science? Maria Vetleseter Bøe NUAS, Tromsø 27. oktober 2011 ©dreamstime."— Presentation transcript:

1 What matters when young people choose to study science? Maria Vetleseter Bøe NUAS, Tromsø 27. oktober 2011 ©dreamstime

2 media/TV, astronaut, pilot, work on an oil rig, become a stylist, designing clothes +++ designer, therapist, manager or work in a fashion magazine (where they have horoscopes) lawyer, police officer, astronaut, dancer or journalist. I dont know, cause theres so much Id like to be. Social worker, actress, singer or work in a pet shop and help animals!

3 The research group re:K:rutt… What motivates young peoples educational choices? How can more people be motivated to study science?

4 Lily

5

6 Det nasjonale fakultetsmøtet for realfag FISKERI- OG HAVBRUKSNÆRINGENS FORSKNINGSFOND

7 Am I really interested? Will I get a job? Does the education suit my goals and ideals? Will I find it meaningful? What do these professionals actually do at work? How much will it cost me in time and effort? Will the profession suit me and my identity? Am I clever enough? Trying to understand educational choice Redbaron/ Dreamstime

8 Eccles et al. expectancy-value model of achievement-related choices (Eccles & Wigfield, 2002)

9

10 Subjective value of the subjects Interest-enjoyment value Attainment value Utility value Relative cost Expectation of success in the subjects (Eccles, Adler, Futterman, Goff, Meece, & Midgley, 1983)

11 Will I be able to do this? Neville Longbottom is insecure, clumsy and forgetful, and has low expectation of success in most subjects.

12 Will I enjoy it? Harry is very interested in defensive spells, and enjoys the subject Defense Against the Dark Arts greatly.

13 Does the subject suit me, my goals and my identity? Hermione Granger is very clever, she loves books and schoolwork. However, she quit the subject Divination (fortune telling), because she meant it was wholly guesswork. It did not suit her identity as intelligent and rational.

14 Can this help me reach some other goals? Harry hates Professor Snape and his subject Potions. But he still chooses to continue, because the subject is required if he wants to become an Auror who catches dark wizards.

15 What will this cost me compared to other things I couldve been doing? The magical sport Quidditch costs a lot of time and effort for training. And the worst cost of all for Ron Weasly is performance anxiety.

16

17 The LILY study 14,000 respondents Upper secondary school: Students in Year 12 Higher education: 1st year students science, technology, engineering and mathematics non-science students for comparison Data collected in autumn 2008 Lily

18 How important are the following factors for you in your future job? Not important Very important

19 Working with something I am interested in womenmen Not important Very important

20 Using my talents and abilities womenmen Not important Very important

21 Developing myself womenmen Not important Very important

22 Everyone wants to do something interesting, fulfilling and self-realising.

23 I want to do something interesting and develop myself. Thats why I chose chemistry. I want to do something interesting and develop myself. Thats why I chose design. I want to do something interesting and develop myself. Thats why I chose engineering. I want to do something interesting and develop myself. Thats why I chose teaching.

24 The Lily study in upper secondary school ©dreamstime

25 The LILY study in upper secondary school (specialisation in general studies) Students in Year 12 (17 years). Respondents had recently chosen their programme area (subject combination) for the last two years of upper secondary school. Representative sample of 1628 students Science Non- Science

26 What matters for choosing science in upper secondary school?

27 Science non-Science Not importantVery important Interests and identity matters

28 «I am interested in all sorts of things, […] including science and a general curiosity about how things work.» (Student about what inspired her choice of programme area) Interest

29 «I am near-sighted myself, and see an optitian regularly. It seems like an exciting job that suits me.» (Student about what inspired her choice of programme area) Identity and self-realisation

30 The utility value of science matters Not importantVery important Science non-Science

31 «[…] to get as many options as possible to choose from, so that I can find something I can work with and enjoy.» (Student about what inspired his choice of programme area) Utility

32 How can we attract more students to study science in higher education?

33 © Andres dreamstime

34 Meet the expectations and maintain the interest.

35 Help the students see themselves in a science career.

36

37 Doctor Engineer Smash Crispo

38 Twist

39 Medical physicist Reservoir engineer Finance analyst Environmental scientist Renewable energy researcher Orthopedics engineer Teacher trainer Nature management professional

40 Use the opportunity to present many different career options that may interesting, meaningful and self-realising to different students. Twist

41 How do they experience higher education? Lily and IRIS ©dreamstime

42 Lily in higher education DisagreeAgree Nursing Health Engineering Economy Graduate engineering Computer science Natural science Maths and physics Travel and tourism © Yury

43 What do they say after 8-10 months? - results for Norwegian students

44 «The overall experience of being a student in this programme» Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering..I am very satisfied with my courses Better than expected Worse than expected

45 «Social relations with fellow students» Generally a good social life and a fun freshmans week! Better than expected Worse than expected Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering Girls Boys

46 «I feel that my course suits the kind of person that I am»...this is what I find most exciting, this is what I want to become good at, and what I want to work with Strongly agree Strongly disagree Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering

47 «How interesting you find the content of the course» Better than expected Worse than expected You can put together your own combi- nation of courses, and you will always find something you find interesting! Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering

48 Expectation of success: «I learn easily the subject matter in this course» I chose from what I felt I could master. Because when I master something, it automatically gets more fun. I dont want to study something I dont feel I can understand. Strongly agree Strongly disagree Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering Girls Boys

49 «The overall quality of the teaching» The lecturers are very sloppy.. Better than expected Worse than expected Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering

50 You have to do most of the learning yourself… «I get personal feed-back from lecturers and teachers when I need it» Strongly agree Strongly disagree Girls Boys Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering

51 «The effort you have to spend on studying» You have to work hard from day one. Much steeper learning curve than expected Girls Boys Better than expected Worse than expected Computer science Biology and biotechnology Mathematics, physics, chemistry Engineering

52 It is very tough. The first two years mainly consist of difficuilt subjects that dont seem relevant to the study at large, and this can easily kill motivation. Norwegian IRIS respondent «The effort you have to spend on studying»

53 After 8-10 months, students are … … happy with social life. … quite happy with the study as interesting and enjoyable. … moderate in their expectation of success. … not quite satisfied with teaching and follow-up. … surprised at the cost of the study in terms of time and effort. © dreamstime

54 How do we support 1st year students and prevent drop-out?

55 Support social and academic integration by taking advantage of their social relations and their high interest. ©dreamstime

56 Create opportunities for interaction between students and teaching staff. © dreamstime

57 Support students expectation of success. ©dreamstime

58 Prepare students for the hard work, but make clear that help and follow-up will be available! © dreamstime

59 Mathematics as a key drop-out factor meaningless demanding dull difficult

60 From interviews with dropped-out students Difficulty: «I struggled, had no sense of mastery, too abstract, failed.» Lack of previous knowledge: «Even though I had [in-depth upper secondary mathematics], it was at least one division up.» Results from PhD-student Helge Brovold, RENATE

61 «The enjoyment was great, but the mathematics was even bigger!»

62 Japp

63 Technology, organization and learning »» The study programme gives you knowledge about organizations and organizational changes. We link knowledge from several disciplines to form an innovative and exciting new field.

64 … I was suprised, then, about how much math there was. And the informatics, thats what put me off a bit, cause I wasnt counting on that. And I am not good at that. I just found out that this, I cant do this. … from what was on the website, I got the impression that there wasnt going to be that much [ICT]. What impression of the study did you get from what you read? That it would be … I dont know … that it would suit me, cause I want to work with management and organization, in that sense it seemed really interesting. … and that bit with technology … informatics, I felt that wasnt really clear on the website. And had I known that, I wouldnt have started cause Im not at all good at those kind of subjects.

65

66 Thank you! Maria Vetleseter Bøe 66


Download ppt "What matters when young people choose to study science? Maria Vetleseter Bøe NUAS, Tromsø 27. oktober 2011 ©dreamstime."

Similar presentations


Ads by Google