Fen, Teknoloji, Matematik ve Mühendislik Alanlarını Seçmeyi Planlama: Meslek Seçimine İlişkin İnançlar

Abstract

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.

Keywords

• Lise öğrencileri
• fen
• teknoloji
• matematik ve mühendislik alanları
• meslek seçimine ilişkin akılcı olmayan inançlar
• kariyer psikolojik danışmanlığı

Planning of the Selection of Science, Technology, Engineering and Mathematics Fields: Beliefs about Career Choice

Abstract

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.

Keywords

• Secondary school students
• science
• technology
• mathematic and engineering fields
• irrational beliefs in career choices
• career counseling

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