@article {465,
	title = {FACTORS EXPLAINING GYMNASIUM STUDENTS{\textquoteright} TECHNOLOGY RELATED CAREER ORIENTATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}722},
	abstract = {In the current study, gymnasium students{\textquoteright} technology-related career orientations were studied from a Social Cognitive Career Theory perspective. In order to address students{\textquoteright} lack of interest in technology related careers as recognised worldwide, the design-based science learning (DBSL) approach was used. For the purposes of the current study, five learning modules were adapted by the research team from those developed within a European project and taught by science teachers (N=18).  At the beginning of the study, 10th-11th grade students (N=314) completed a questionnaire consisting of measures of career goals, interests, self-efficacy, outcome expectations and contextual supports in relation to technology. After teaching 2-3 modules, students{\textquoteright} technology-related career goals were again determined using a reduced version of the same questionnaire. Based on the outcomes, it was found that at the beginning of the study, boys{\textquoteright} future career goals were significantly more connected with technology than those for girls. In addition, boys had a stronger background related to technology. As a result of the intervention, students{\textquoteright} technology-related career goals became significantly stronger for both boys, as well as for girls, but the change was more pronounced for girls.},
	keywords = {design-based science learning, gymnasium students, Social Cognitive Career Theory, technology-related career interests},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.706},
	url = {http://oaji.net/articles/2016/987-1479543769.pdf},
	author = {Toomas Vaino and Katrin Vaino and Miia Rannikm{\"a}e and Jack Holbrook}
}
