Modelling relationships among students' inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career

Journal article

Wang, Hsin-Hui, Lin, Huann-shyang, Chen, Ya-Chun, Pan, Yi-Ting and Hong, Zuway- R.. (2021). Modelling relationships among students' inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career. International Journal of Science Education. 43(1), pp. 157-178. https://doi.org/10.1080/09500693.2020.1860266
AuthorsWang, Hsin-Hui, Lin, Huann-shyang, Chen, Ya-Chun, Pan, Yi-Ting and Hong, Zuway- R.
Abstract

This study explored how specific inquiry-related learning activities were related to student enjoyment of learning science and intended choice of future STEM career. Analysis of Taiwan and Australia PISA 2015 data revealed that three activities, namely, debating and planning experiments, drawing conclusions and doing hands-on experiments, teachers and students explaining ideas, were significantly related to students’ enjoyment of learning science and intended choice of STEM careers in these two countries. Cross-national comparisons indicated that the percentages of inquiry-related activities for high or low scientific competency students in Australia were higher than for Taiwanese students. The activity of teachers and students explaining ideas was a significant determinant of enjoyment of learning for Taiwanese high scientific competency students and Australian high and low scientific competency students, while debating and planning experiments was a positive determinant for Taiwanese low scientific competency students. High scientific competency students from both Taiwan and Australia demonstrated significantly higher preferences for future STEM careers than low scientific competency students.

Keywordsenjoyment; high- and lowscience achieving students; inquiry activities; PISA 2015; STEM career choices
Year2021
JournalInternational Journal of Science Education
Journal citation43 (1), pp. 157-178
PublisherRoutledge
ISSN0950-0693
Digital Object Identifier (DOI)https://doi.org/10.1080/09500693.2020.1860266
Scopus EID2-s2.0-85099859551
Research or scholarlyResearch
Page range157-178
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online24 Jan 2021
Publication process dates
Accepted02 Dec 2020
Deposited29 Jun 2021
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