Career-oriented performance tasks: Effects on students’ interest in Chemistry

The continuous decrease in enrollment in science and engineering courses prompted science educators and researchers to conduct studies on how to increase the number of enrollees in these courses. Hill, Pettus and Hedin(2006) identified seven factors thought to be involved with science career choices: teacher/counselor encouragement, participation in science-related hobbies and activities, academic self-image, science-related career interest, parental encouragement and support, the perceived relevance of mathematics and science, and mathematics and science ability.

In a study done by Weisgram (2006), middle school girls were exposed to presentations done by female scientists, hands-on science activities, and information about scientific careers. The study found out that girls, who believed more strongly in the altruistic value of scientific careers, scored higher on the self-efficacy and utility measures than their peers. Furthermore, belief in the altruistic value of science predicted interest in science.

Another study done by Mason and Kahle (2006) showed that a class exposed to career-oriented intervention program had significantly higher mean scores on tests of attitudes toward science, perceptions of science, extracurricular science activities, and interest in a science-related career compared to a conventional class.