Trajectories of Science Learning Activation in Scientists and Engineers

• In Event: Pathways, Trajectories, Ecologies, Oh My! Bridging Theories and Methods for Studying Youth Learning Lives

Abstract

The Science Learning Activation Lab seeks to understand the role of “activation” in igniting persistent engagement in science learning and inquiry. Learning Activation is a state composed of dispositions, practices and knowledge that enables success in proximal science, technology, engineering, art and mathematics learning experiences. The Retrospective Study is part of the Lab’s larger effort to understand “activation” and the role it plays at various stages of life and among various people. Sixty-nine adults in three categories of science-related careers (STEM professors, STEM non-professors and STEM communicators) were interviewed about the familial, peer, formal educational and informal learning experiences throughout their lives that influenced their interest in and pursuit of a science-related career. Analyses of the data show evidence of five activation dimensions throughout participants’ lives: 1. Doing, thinking and talking science; 2. Interest and curiosity about science; 3. Motivation to pursue science; 4. Facilitators in science; and 5. Scientific sense of self.

This discussion will focus on the dimension of Doing, thinking and talking science and how participants experienced science throughout their childhoods and into adulthood. The Doing, thinking and talking science dimension has been further analyzed by sub-dimensions of tinkerer, naturalist, experimenter, math and computer programming. Tinkerer behavior includes activities closely related to making, including dissembling toys and appliances, collecting or trying to fix “junk,” and mixing household ingredients and components. Naturalist behavior includes observing bugs, plants or animals, keeping weather logs, identifying birds or plants and using a microscope or telescope to observe the natural world. Experimenter behavior is similar to tinkering but involves a following-directions component such as conducting science kit experiments or following directions for simple kitchen chemistry experiments. Math and computer related behavior include enjoying logic games or number puzzles or early use of computer programming or gaming.

Analyses of the interview data were conducted for gender differences (comparing women and men) and career outcome differences (comparing STEM professors, those working in industry and those teaching K-12). While Doing, thinking and talking science behavior generally increased for all groups over time (coinciding with the complexity of school experiences), there are some interesting differences in the qualities of the Doing, thinking and talking science stories between the groups. For example, women and men both report engaging in naturalist and tinkering behavior as children but only men reported using specialized equipment such as telescopes and microscopes at very young ages. And men who reported tinkering behavior as children were much more likely to report more numerous discrete examples of tinkering than women reported. By high school, women and men both were engaging in naturalist behaviors for school assignments and for pleasure but women’s tinkering behavior during high school was much more likely to be related to school assignments compared to men who tinkered for school and entertainment purposes. Further trends over time and comparisons among groups will be discussed during the session.

Author

• Lynette Jacobs-Priebe, University of Pittsburgh