Fen, Teknoloji, Matematik ve Mühendislik Alanlarını Seçmeyi Planlama: Meslek Seçimine İlişkin İnançlar
Yıl 2018,
Cilt: 33 Sayı: 4, 915 - 933, 31.10.2018
Fidan Korkut Owen
,
Bahtiyar Eraslan Çapan
Öz
Bu
çalışmanın amacı, fen, teknoloji, matematik ve mühendislik (FeTeMM) alanlarını seçmeyi düşünen ve düşünmeyen ortaöğretim
öğrencilerinin cinsiyetlerine, devam ettikleri okulun türüne ve akademik
başarılarına göre meslek seçimine ilişkin akılcı olmayan inançlarının değişip değişmediğini araştırmaktır.
Türk eğitim sisteminde FeTeMM alanları müsbet ve doğal bilimler ile mühendislik, üretim
ve yapı eğitim alanları olmak üzere iki ana grupta toplanmaktadır. Araştırmanın
katılımcıları üç lisede öğrenim görmekte olan 126’sı kadın ve 152 erkek olmak
üzere toplam 278 öğrencidir. Veriler, Meslek Seçimine İlişkin Düşünceler Ölçeği
ve Kişisel Bilgi Formu aracılığı ile elde edilmiştir. Yapılan iki yönlü varyans
analizi sonuçlarına göre, müsbet ve doğal bilimleri seçmeyi planlama
değişkeninde cinsiyet ve okul değişkenlerinde temel etkide ve fizik dersi not
ortalamasında ise etkileşimde istatistiksel olarak anlamlı farklılık
bulunmuştur. Mühendislik, üretim ve yapı alanlarını seçmeyi planlama
değişkeninde ise cinsiyet ve genel not ortalaması değişkenlerinde temel etkide,
genel not ortalamasında ise etkileşimde istatistiksel olarak anlamlı farklılık
bulunmuştur.
Kaynakça
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Planning of the Selection of Science, Technology, Engineering and Mathematics Fields: Beliefs about Career Choice
Yıl 2018,
Cilt: 33 Sayı: 4, 915 - 933, 31.10.2018
Fidan Korkut Owen
,
Bahtiyar Eraslan Çapan
Öz
The purpose of this study was to
investigate the irrational beliefs in career choice of students who are
considering the selection of careers in the fields of science, technology,
engineering and mathematics (STEM) according to their gender, school type and
academic achievement. In the Turkish educational system of career classification
two areas predominate in the STEM areas: natural and physical science, and engineering, production and structure. The
subjects of this study were 278 (126 female, 152 male) students from three high
schools. Data were collected from respondents using Scale for Irrational
Beliefs in Career Choices along with demographic information form. Two-way
variance analyis results detected significant main effect differences between school and gender and an interaction
effect for science grade point average for students planning to pursue natural
and physical science. Similarly significant main effect differences were detected
for gender and academic achievement and an interaction effect for overall grade
point average was observed among the subjects who planned to pursue engineering
production and structure
preparation.
Kaynakça
- Abele, A. E., & Spurk, D. (2011). The dual impact of gender and the influence of timing of parenthood on men’s and women’s career development: Longitudinal findings. International Journal of Behavioral Development, 35(3), 225-232.
- Adelman C. (1998). Women and men of the engineering path: A model for analysis of undergraduate careers. Washington, DC: U.S. Department of Education and the National Institute for Science Education. [Çevrim-içi http://files.eric.ed.gov/fulltext/ED419696.pdf], Erişim tarihi: 22 Ağustos 2016.
- Adelman, C. (2004). Principal Indicators of Student Academic Histories in Postsecondary Education, 1972-2000. Washington, DC: U.S. Department of Education, Institute of Education Sciences. [Çevrim-içi
http://files.eric.ed.gov/fulltext/ED483154.pdf], ], Erişim tarihi: 25 Ağustos 2016.
- Altıntaş, G. (2006). Liseli ergenlerin kişiler arası iletişim becerileri ile akılcı olmayan inançları arasındaki ilişkinin bazı değişkenler açısından incelenmesi. Yayımlanmamış yüksek lisans tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
- Astin, A. W., & Astin, H. S. (1992). Undergraduate science education: The impact of different college environments on the educational pipeline in the sciences. Los Angeles, CA: University of California, Graduate School of Education, Higher Education Research Institute. [Çevrim-içi, http://files.eric.ed.gov/fulltext/ED362404.pdf], Erişim tarihi: 11 Ağustos 2016.
- Ayık, Y. Z., Özdemir, A. ve Yavuz, U. (2007). Lise türü ve lise mezuniyet başarısının, kazanılan fakülte ile ilişkisinin veri madenciliği tekniği ile analizi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10 (2), 441-454.
- Barton, T. (2003). Career management system, method and computer program product. U.S. Patent Application No. 09/893,494.
Beede, D. N., Julian, T. A., Khan, B., Lehrman, R., McKittrick, G., Langdon, D., & Doms, M. E. (2011). Education supports racial and ethnic equality in STEM. Economics and Statistics Administration Issue Brief, (05-11).
- Benbow, C. P, Lubinski, D., Shea, D. L., & Eftekhari-Sanjani, H. (2000). Sex differences in mathematical reasoning ability at age 13: Their status 20 years later. Psychological Science, 11, 474-480.
- Bilim Sanayi ve Teknoloji Bakanlığı, (2015). Türkiye Kamu-Üniversite-Sanayi İşbirliği (KÜSİ) Stratejisi ve Eylem Planı (2015-2018). [Çevrim-içi, http=//www.sanayi.gov.tr/userfiles/file/Yeni%20Strateji%20Belgeleri/T%C3%BCrkiye%20%20Kamu%20%C3%9Cnivesite%20Sanayi%20%C4%B0%C5%9Fbirli%C4%9Fi(K%C3%9CS%C4%B0%20)Stratejisi%20ve%20Eylem%20Plan%C4%B1%202015-2018.pdf], Erişim tarihi: 16 Temmuz 2016.
- Bonous-Hammarth, M. (2000). Pathways to success: Affirming opportunities for science, mathematics, and engineering majors. Journal of Negro Education, 92-111.
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