Abstract:

There is a high demand for technology professionals, but students’ interest in these careers is rather modest. In order to address the problem, three learning modules were developed for Estonian lower secondary school (for grades 8-9). The modules were based on a design-based science learning (DBSL) approach which tries to integrate science learning with the processes of engineering design. Through modules, students were expected to solve authentic design problems in situations meant to simulate engineers’ everyday work. This study aimed to examine whether the modules were able to elicit positive change in students’ technology related career orientations and, secondly, extend their conceptions of the nature of technology – what technology is, how it functions and how and what it is related to. The last has been also seen as a reason why technology careers are lacking popularity among students. The modules were implemented as a part of ordinary science and technology curriculum in sample schools. Intervention students’ (grades 8-9, N=189) career orientations towards technology and conceptions of the nature of technology were measured by an integrated questionnaire before and after teaching each module. As a result of the study, students’ self-efficacy in and interest towards technology became stronger, and they felt they got more information from their teachers and schools about careers in technology. Also, students developed their understanding towards the current philosophical conceptions of the history of technology and of the relationship between technology and science. Alongside with the other results, students’ technology related career goals became stronger. Despite the fact the intervention proved to make only a short-term positive impact on students’ technology related conceptions and career orientations, the wider use of modules in schools deserves a further discussion and study.

Keywords:

technology related career orientations, conceptions of technology, lower secondary, student design, science learning.