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dc.contributor.authorDrymiotou, Ireneen
dc.contributor.authorConstantinou, Costas P.en
dc.contributor.authorAvraamidou, Lucyen
dc.creatorDrymiotou, Ireneen
dc.creatorConstantinou, Costas P.en
dc.creatorAvraamidou, Lucyen
dc.date.accessioned2021-04-27T06:42:02Z
dc.date.available2021-04-27T06:42:02Z
dc.date.issued2021
dc.identifier.urihttp://gnosis.library.ucy.ac.cy/handle/7/64291
dc.description.abstractTheoretically 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.en
dc.language.isoengen
dc.publisherTaylor & Francis Groupen
dc.rightsAttribution-NonCommercial-NoDerivs 4.0 Greece*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/gr/*
dc.sourceInternational Journal of Science Educationen
dc.source.urihttps://www.tandfonline.com/doi/full/10.1080/09500693.2021.1880664?scroll=top&needAccess=trueen
dc.subjectCareer-based scenariosen
dc.subjectSituational interesten
dc.subjectSTEM careersen
dc.titleEnhancing students’ interest in science and understandings of STEM careers: the role of career-based scenariosen
dc.identifier.doi10.1080/09500693.2021.1880664
dc.description.startingpage1
dc.description.endingpage20
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.contributor.orcidDrymiotou, Irene [0000-0001-8965-6767]
dc.contributor.orcidConstantinou, Costas P. [0000-0003-3183-4131]
dc.contributor.orcidAvraamidou, Lucy [0000-0001-9693-4438]
dc.gnosis.orcid0000-0001-8965-6767
dc.gnosis.orcid0000-0003-3183-4131
dc.gnosis.orcid0000-0001-9693-4438


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Attribution-NonCommercial-NoDerivs 4.0 Greece
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 4.0 Greece