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  • Eastern, East-Central and Southeastern Europe  (2)
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  • Eastern, East-Central and Southeastern Europe  (2)
  • 1
    Online Resource
    Online Resource
    Scientia Socialis Ltd ; 2021
    In:  Journal of Baltic Science Education Vol. 20, No. 4 ( 2021-8-20), p. 651-663
    In: Journal of Baltic Science Education, Scientia Socialis Ltd, Vol. 20, No. 4 ( 2021-8-20), p. 651-663
    Abstract: Learning experiences can affect students' interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students' interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students' ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students' ISC; FLE and ILE can also indirectly affect students' ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students' ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students' SSE and SCP. Keywords: interest in STEM careers, learning experiences, social cognitive career theory, STEM careers perceptions, STEM self-efficacy, structural equation model
    Type of Medium: Online Resource
    ISSN: 2538-7138 , 1648-3898
    URL: Issue
    URL: Issue
    Language: English
    Publisher: Scientia Socialis Ltd
    Publication Date: 2021
    detail.hit.zdb_id: 2136009-1
    Location Call Number Limitation Availability
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  • 2
    Online Resource
    Online Resource
    Scientia Socialis Ltd ; 2014
    In:  Journal of Baltic Science Education Vol. 13, No. 1 ( 2014-2-28), p. 32-45
    In: Journal of Baltic Science Education, Scientia Socialis Ltd, Vol. 13, No. 1 ( 2014-2-28), p. 32-45
    Abstract: The aim of off-campus educational activity guides are to expand the knowledge of participants; however, visitors often rate tours according to the quality of their experience, rather than by what they have learned. Thus, ensuring that visitors are engaged requires that tour guides be able to identify the needs and expectations of visitors. This study sought to contextualize campus tours using four dramaturgical elements: “Actors” (tour guides), "audience” (visitors); “setting” (campus); “performance” (the tour). Dramaturgy and cognitive scripts were combined to form the research basis of this study. Free association models were employed to rank the sites subjects most wish to visit and service blueprints were used to illustrate how campus tour services should be organized and delivered. This study provides a comprehensive analysis of the processes used to decipher complex service encounters as well as concrete examples of their application. Key words: cognitive script, field trip, informal education, theatre, tour guide, visitors
    Type of Medium: Online Resource
    ISSN: 2538-7138 , 1648-3898
    URL: Issue
    URL: Issue
    Language: English
    Publisher: Scientia Socialis Ltd
    Publication Date: 2014
    detail.hit.zdb_id: 2136009-1
    Location Call Number Limitation Availability
    BibTip Others were also interested in ...
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