- Volume 35 Issue 5
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The Change of the Relationship between Korean 4th Graders' Career Aspirations in Science and Science Identities
초등 4학년 학생들의 과학 관련 진로 포부와 과학 정체성 관계의 변화
- Kang, Eunhee (Seoul National University) ;
- Kim, Chan-Jong (Seoul National University) ;
- Choe, Seung-Urn (Seoul National University) ;
- Noh, Taehee (Seoul National University) ;
- Yoo, Junehee (Seoul National University) ;
- Kim, Heui-Baik (Seoul National University)
- Received : 2015.09.16
- Accepted : 2015.10.12
- Published : 2015.10.31
This study sought to explore longitudinal changes in Korean fourth graders' career aspirations in science. The sample included those who had high interest, but low career aspirations in science, and the analysis focused on the concept of science identity. To achieve this study's objectives, we selected 14 participants and then conducted two in-depth interviews with them. Compared with the first interviews (4th grade), changes were observed in eight students' career aspirations in science in the second round (5th grade). While six students maintained "negative" career aspiration, six revealed "medium" and two revealed "positive" career aspiration in science. To explore the relationship between science identities and career aspirations in science, three students were selected from the sample for further study. According to the results, the aspects of science identity that students valued regarding potential careers varied individually. Depending on these aspects, each student showed different patterns in the interactions between different aspects of science identity, and between aspects of science identity and science-related career aspirations. Over time, participants' experiences and interactions with people around them produced changes in their science identity, which led to changes in their career aspirations resulting from the interactions between aspects of their science identity. Their career aspirations in science were also significantly influenced by each participant's perceptions of relationships with peers (i.e., recognition by peers and of peers) and of science-related careers. Therefore, the results suggest that students need to be provided with appropriate learning environments and guidance relating to science careers.
career aspiration in science;science identity;interest in science;competence in science;recognition by others;perception of science-related career;longitudinal study
Supported by : 한국연구재단
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