Interest in Science: A RIASEC-Based Analysis of Students' Interests

Autor/inn/en	Dierks, Pay O.; Höffler, Tim N.; Blankenburg, Janet S.; Peters, Heide; Parchmann, Ilka
Titel	Interest in Science: A RIASEC-Based Analysis of Students' Interests
Quelle	In: International Journal of Science Education, 38 (2016) 2, S.238-258 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1138337
Schlagwörter	Foreign Countries; Secondary School Students; Student Interests; Science Interests; STEM Education; Profiles; Models; Interest Inventories; Gender Differences; High Achievement; Questionnaires; Likert Scales; Statistical Analysis; Correlation; Validity; Reliability; Structural Equation Models; Germany + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Studieninteresse; STEM; Charakterisierung; Profilanalyse; Analogiemodell; Interest profile; Interessenprofil; Geschlechterkonflikt; Fragebogen; Likert-Skala; Statistische Analyse; Korrelation; Gültigkeit; Reliabilität; Deutschland
Abstract	Considering the reported lack of interest in the STEM-domain and the consequential difficulties in recruiting talented and interested young academics, the development of effective enrichment measures is indispensable. This requires a precise picture of students' interests. The paper presents an approach to characterize interest profiles in explicitly science-related activities. Adapting Holland's RIASEC-model, an instrument was developed and tested which allows the description of interest in activities along Holland's dimensions (and a seventh dimension networking) within the confined science domain. The findings of a study with N = 247 students (age cohorts 12-19 years) uncovered interest differences for the environments school, enrichment, and (prospective) vocation. The mutual importance of the performed activity and the environment the activity is performed in is confirmed by a cross-classified model. Contrasting different subgroups revealed multiple results, e.g., girls showed more interest in "artistic" and "social" activities within the science domain. High achieving students showed more interest in science-related activities in all dimensions. In conclusion, using our adapted model, students' interest structure can be described in a differentiated manner. This could lay the foundation for further analyses of students' interest profiles and thereby contribute to future development of effective and congruent enrichment measures, thus enhancing interest in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01