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

Year 2018, Volume: 33 Issue: 4, 915 - 933, 31.10.2018

Fidan Korkut Owen , Bahtiyar Eraslan Çapan

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

References

• 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.
• Brandt R. (2014). Why do undergraduate women persist as STEM majors? A study at two technological universities. Seton Hall University Dissertations and Theses (ETDs). Paper 1935. [Çevrim-içi, http://scholarship.shu.edu/cgi/viewcontent.cgi?article=2946&context=dissertations], Erişim tarihi: 2 Eylül 2016.
• Brown, B.L. (1999). Self-efficacy beliefs and career development. ERIC Digest No. 205. ED429187, [Çevrim-içi, http://files.eric.ed.gov/fulltext/ED429187.pdf], Erişim tarihi: 2 Eylül 2016.
• Brown, S. D., & Lent, R. W. (1996). A social cognitive framework for career choice counseling. The Career Development Quarterly, 44(4), 354-366.
• Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı, Ankara: Pegem A Yayıncılık.
• Carnevale, A. P., Melton, M., & Smith, N. (2011) STEM. Science, Technology Engineering, Mathematics – Executive Summary. Report issued by the Georgetown University Center on Education and the Workforce. [Çevrim-içi, https=//cew.georgetown.edu/wp-content/uploads/2014/11/stem-complete.pdf], Erişim tarihi: 22 Ağustos 2016.
• Catsambis, S. (1994). The path to math: Gender and racial-ethnic differences in mathematics participation from middle school to high school. Sociology of Education, 199-215.
• Ceci, S. J., & Williams, W. M. (2010). Sex differences in mathintensive fields. Current Directions in Psychological Science, 19, 275–279. [doi :10.1177/0963721410383241].
• Chen, X., & Weko, T. (2009). Stats in brief: Students who study science, technology, engineering, and mathematics (STEM) in postsecondary education (NCES 2009-161). National Center for Education Statistics, Institute of Education Sciences, US Department of Education. Washington, DC.
• Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive STEM dispositions in secondary school students. Journal of Science Education and Technology, 24(6), 898-909.
• Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285-300.
• Correll, S. J. (2001). Gender and the career choice process: The role of biased self‐assessments. American Journal of Sociology, 106(6), 1691-1730.
• Cotter, D., Hermsen, J. M., & Vanneman, R. (2011). The end of the gender revolution? Gender role attitudes from 1977 to 2008. American Journal of Sociology, 117(1), 259-289.
• Crisp, G., Nora, A. ,& Taggart, A. (2009). Student characteristics, precollege, college, and environmental factors as predictors of majoring in and earning a STEM degree: An analysis of students attending a Hispanic Serving Institution. American Educational Research Journal, 46(4), 924-942.
• Çivitci, A. (2006). Ergenlerde mantıkdışı inançlar: Sosyo-demografik değişkenlere göre bir inceleme. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 8(19), 9–19.
• Demir, E., Saatcioğlu, Ö. ve İmrol, F. (2016). Uluslararası dergilerde yayımlanan eğitim araştırmalarının normallik varsayımları açısından incelenmesi, Current Research in Education, 2(3), 130-148. [Çevrim-içi, dergipark.ulakbim.gov.tr/crd/article/download/5000203572/5000176789], Erişim tarihi: 30 Mart 2017.
• England, P., & Li, S. (2006). Desegregation stalled the changing gender composition of college majors, 1971-2002. Gender ve Society, 20(5), 657-677.
• Ethington, C. A., & Woffle, L. M. (1988). Women’s selection of quantitative undergraduate fields of study: Direct and indirect influences. American Educational Research Journal, 25(2), 157-175.
• Freund, A. M., Weiss, D., & Wiese, B. S. (2013). Graduating from high school: The role of gender-related attitudes, self-concept and goal clarity in a major transition in late adolescence. European Journal of Developmental Psychology, 10(5), 580-596.
• Gati, I., Krausz, M., & Osipow, S.H . (1996). A taxonomy of difficulties in career decision making. Journal of Counseling Psychology, 43 (4), 510-526.
• Gati, I., & Saka, N. (2001). High school students' career-related decision-making difficulties. Journal of Counseling and Development, 79(3), 331.
• Godwin, A., Sonnert, H., & Sadler, P. M (2015). The influence of out-of-school high school experiences on engineering identities and career choice. 122nd ASEE Annual Conference and Exposition Seattle, WA.
• Gross, S. (1993). Early mathematics performance and achievement: Results of a study within a large suburban school system. The Journal of Negro Education, 62(3), 269-287.
• Göller, L. (2010). Ergenlerin akılcı olmayan inançları ile depresyon-umutsuzluk düzeyleri ve algıladıkları akademik başarıları arasındaki ilişkiler. Yayımlanmamış yüksek lisans tezi, Atatürk Üniversitesi, Sosyal Bilimler Enstitüsü, Erzurum.
• Hamamcı, Z. ve Çoban, A.E. (2007). Mesleki olgunluk ve mesleki kararsızlığın akılcı olmayan inançlarla ilişkisi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3 (27), 31-42.
• Hill, C., Corbett, C., & Rose, A.S. (2010). Why so few? Women in science, technology, engineering, and mathematics. The American Association of University Women, [Çevrim-içi, https://www.aauw.org/files/2013/02/Why-So-Few-Women-in-Science-Technology-Engineering-and-Mathematics.pdf], Erişim tarihi: 08 Ağustos 2016.
• Hurtado, S., Eagan, M. K. Jr. & Chang, M. (2010). Degrees of success: Bachelor’s degree completion rates among initial STEM majors. 15 Temmuz 2015 tarihinde http://heri.ucla.edu/publications-main.php adresinden alınmıştır.
• Jacobs, J. A., & Winslow, S. E. (2004). The academic life course, time pressures and gender inequality. Community, Work ve Family, 7(2), 143-161.
• Kartol, A. (2013). Lise son sınıf öğrencilerinin akılcı olmayan inançlarının çeşitli değişkenler açısından incelenmesi, Yayımlanmamış yüksek lisans tezi, İnönü Üniversitesi, Sosyal Bilimler Enstitüsü, Malatya.
• Kepir-Savoly, D. D. ve Korkut-Owen, F. (2015). Üniversite adaylarında meslek seçimine ilişkin akılcı olmayan inançlar. International Journal of Human Sciences, 12(2), 820-836. [doi? 10.14687/ijhs.v12i2.3357]
• Kleiman, T., Gati, I., Peterson, G., Sampson, J., Reardon, R., & Lenz, J. (2004). Dysfunctional thinking and difficulties in career decision making. Journal of Career Assessment, 12(3), 312-331.
• Korkut-Owen, F. ve Mutlu, T. (2016). Türkiye’de fen bilimleri, teknoloji, mühendislik ve matematik alanlarının seçiminde cinsiyetler arası farklılıklar, Yaşadıkça Eğitim 30(3),53-72.
• Korkut-Owen, F., Kelecioğlu, H. ve Owen, D. W. (2014). Cinsiyetlere göre üniversitelerdeki onbir yıllık eğilim: Kariyer danışmanlığı için doğurgular. International Journal of Human Sciences, 11(1), 794-813. [Doi: 10.14687/ijhs.v11i1.2845]
• Lent, R. W. (2005). A social cognitive view of career development and counseling. In S. D. Brown ve R. T. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 101–127). Hoboken, NJ: Wiley.
• Lent, R. W., & Brown, S. D. (2002). Social cognitive career theory and adult career development. In S. G. Niles (3rd ed.), Adult career development: Concepts, issues and practices, (pp. 76-97). Columbus, OH: National Career Development Association.
• Lent, R. W., & Brown, S. D. (2006). On conceptualizing and assessing social cognitive constructs in career research: A measurement guide. Journal of career assessment, 14(1), 12-35.
• Low, K. S. D., Yoon, M., Roberts, B. W., & Rounds, J. (2005). The stability of vocational interests from early adolescence to middle adulthood: A quantitative review of longitudinal studies. Psychological Bulletin, 131(5), 713–37.
• Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,000: A 10-year follow-up of the profoundly gifted. Journal of Applied Psychology, 86(4), 718.
• Maple, S. A., & Stage, F. K. (1991). Influences on the choice of math/science major by gender and ethnicity. American Educational Research Journal, 28(1), 37-60.
• Michigan State University (2010). Parental influence and access to mathematics courses are likely to guide students to careers in science, technology, engineering, mathematics or medicine, according to new research. ScienceDaily, 21 February 2010. www.sciencedaily.com/releases/2010/02/100220204814.htm.
• Moakler, M.W., & Kim, M.M. (2014). College major choice in STEM: Revisiting confidence and demographic factors, The Career Development Quarterly, 62, 128- 142.
• Moreno, S. E. & Muller, C. (1999). Success and diversity: The transition through first-year calculus in the university. American Journal of Education, 108, 30-57.
• Morganson, V., Jones, M. & Major, D. (2010). Understanding women’s underrepresentation in science, technology, engineering, and mathematics: The role of social coping. The Career Development Quarterly, 59, 169-179.
• Nixon, A.E., Meikler, H. & Borman. M. (2007). The urgent need to encourage aspiring engineers: Effects of college degree program culture on female and minority student STEM participation. Latin American and Caribbean Journal of Engineering Education, 1(2), 57-63.
• O’Connor, R., Gambrell, J., & Pulvermacher, R. (2015). Core academic skills. In W. Camara, R. O’Connor, K. Mattern, M. A. Hanson, (Eds) Beyond academics: A holistic framework for enhancing education and workplace success (Pp. 10-18). ACT Research Report Series. [Çevrim-içi, http://www.act.org/content/dam/act/unsecured/documents/ACT_RR2015-4.pdf.], Erişim tarihi: 23 Ağustos 2016. Osborn, D.S. (1998). The relationships among career indecision, perfectionism, and dysfunctional career thinking. Unpublished doctoral dissertation, Florida State University, Tallahassee, Florida, USA.
• Ölçme Seçme ve Yerleştirme Merkezi, (2016). Geçmiş yıllardaki sınavlara ait sayısal bilgiler. [Çevrim-içi, http://www.osym.gov.tr/belge/1-12668/gecmis-yillardaki-sinavlara-ait-sayisal-bilgiler.html], Erişim tarihi: 12 Temmuz 2016.
• Ölçme Seçme ve Yerleştirme Merkezi, (2017a). 2017 – ÖSYS yerleştirme sonuçlarına ilişkin sayısal bilgiler. http://dokuman.osym.gov.tr/pdfdokuman/2017/OSYS/YER/YSayısal%20Bilgiler15082017.pdf. Erişim tarihi:26 Eylül 2017.
• Ölçme Seçme ve Yerleştirme Merkezi, (2017b). Eğitim ve öğretim alanları sınıflamasına göre lisans düzeyindeki öğrenci sayıları, https://istatistik.yok.gov.tr/yuksekogretimIstatistikleri/2017/2017_T24.pdf. Erişim tarihi:26 Eylül 2017.
• Pajares, F. (2005). Gender differences in mathematics self-efficacy beliefs. In A. M. Gallagher ve J. C. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 294–315). New York, NY: Cambridge University Press. Peterson, G. W., Sampson, J. P., Jr., Reardon, R. C., & Lenz, J. G. (1996). Becoming career problem solvers and decision makers: A cognitive information processing approach. In D. Brown & L. Brooks (Eds.), Career choice and development (3rd. Ed.) (pp. 423-475). San Francisco, CA: Jossey-Bass.
• Peterson, G. W., Sampson, J. P. Jr., & Reardon, R. C. (1991). Career development and services: A cognitive approach. Pacific Grove, CA: Brooks/Cole.
• Porter, S. R., & Umbach, P. D. (2006). College major choice: An analysis of person environment fit. Research in Higher Education, 47, 429-449.
• Rakow, S. J., & Bermudez, A. B. (1993). Science is “ciencia”: Meeting the needs of Hispanic American students. Science Education, 77(6), 669-683.
• Robinson, M. (2003). Student enrollment in high school AP sciences and calculus: How does it correlate with STEM careers?. Bulletin of Science, Technology ve Society, 23(4), 265-273.
• Roll, T., & Arthur, N. (2002). Beliefs in career counselling. NATCON Papers. [Çevrim-içi, http://contactpoint.ca/wp-content/uploads/2013/01/pdf-02-03.pdf], Erişim tarihi: 17 Temmuz 2016.
• Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411-427.
• Sampson, J. P., Jr., Peterson, G.W., Lenz, J. G., Reardon, R. C., & Saunders, D. E. (1996). Career Thoughts Inventory. Odessa, FL: Psychological Assessment Resources, Inc.
• Sampson, J. P., Reardon, R. C. Jr., Peterson, G.W., & Lenz, J. G. (2004). Career counseling ve services. Toronto, Canada: Brooks/Cole.
• Saunders, D.E., Peterson, G.W., Sampson, J.P., & Reardon, R.C. (2000). The contribution of depression and dysfunctional career thinking to career indecision. Journal of Vocational Behavior, 56, 288-298.
• Seymour, E., & Hewitt, N. (1997). Talking about leaving: Factors contributing to high attrition rates among science, mathematics, and engineering undergraduate majors. Boulder, CO:Bureau of Sociological Research, University of Colorado.
• Shapiro, C. A. & Sax, L. J. (2011). Major selection and persistence for women in STEM. New Directions for Institutional Research, (152), 5-18.
• Simpson, J. C. (2001). Segregated by subject: Racial differences in the factors influencing academic major between European Americans, Asian Americans, and African, Hispanic, and Native Americans. Journal of Higher Education, 63-100.
• Sondgeroth, M. S., & Stough, L. M. (1992). Factors influencing the persistence of ethnic minority students enrolled in a college engineering program. Paper presented at a meeting of the American Educational Research Association, San Francisco, CA.
• Stead, G. B., Watson, M. B., & Foxcroft, C. D. (1993). The relation between career indecision and irrational beliefs among university students. Journal of Vocational Behavior, 42, 155-169.
• Su, R., Rounds, J., & Armstrong, P. I. (2009). Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin, 135(6), 859-884.
• Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Education Forum, 1143-1144. [Çevrim-içi, http://www.afterschoolalliance.org/documents/stem/rhtai2006science_planearly.pdf], Erişim tarihi: 27 Ağustos 2016.
• Türk Sanayicileri ve İşadamları Derneği (2014). TÜSİAD “STEM Zirvesi” İstanbul’da düzenlendi, [Çevrim-içi, http://tusiad.org/tr/tum/item/8040-tusiad-stem-zirvesi],Erişim tarihi: 04 Temmuz 2015.
• UNESCO Institute for Statistics (2014). Higher education. [Çevrim-içi, http=//www.uis.unesco.org/Education/Pages/tertiary-education.aspx], Erişim tarihi: 12 Temmuz 2016.
• U. S. National Center for Education Statistics (2009). The condition of education 2009. [Çevrim-içi, http://nces.ed.gov/pubs2009/2009081.pdf], Erişim tarihi: 12 Temmuz 2016.
• Wang M. T. (2012). Educational and career interests in math: A longitudinal examination of the links between classroom environment, motivational beliefs, and interests. Developmental Psychology, 1, 1–22
• Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50, 1081–1121.
• Webster, J. (2010). The incremental effects of ethnically matched animated agents in restructuring the irrational career beliefs of African American young women, unpublished master dissertaton, Arizona State University, Arizona, USA.
• Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. 6. Baskı. Ankara: Seçkin Yayıncılık
• Yılmaz-Erdem, A. Y. ve Bilge, F. (2008). Lise öğrencileri için Meslek Seçimine İlişkin Akılcı Olmayan İnançlar Ölçeği’nin geliştirilmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(29), 95-114.