Students saw technology and STEM careers as creating concrete possibilities for their own agency¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students expressed technological agency beliefs almost exclusively in career-focused terms, linking desirable futures to their own education and work (theme in 43% of interviews). → Tapio Rasa 2022

Evidence¶

Tapio Rasa 2022¶

Tapio Rasa, Elina Palmgren, Antti Laherto. (2022). Futurising science education: students' experiences from a course on futures thinking and quantum computing. Instructional Science. https://doi.org/10.1007/s11251-021-09572-3

q2 · i? · qualitative · r2

Interview excerpt (Nora) illustrating the theme 'Technology and STEM careers create possibilities for agency' (43% of 21 interviews); coding was limited to cases linking desirable societal futures to one's own agency.

"I want to study engineering of some kind, and I hope that with this technology stuff I could be able to develop something myself, that helps people and society generally."

Discussion¶

Related Claims¶

• After the futures-and-quantum-computing course, upper-secondary students reported a more optimistic or hopeful outlook on the future — related
• Imagining preferable futures, especially via backcasting, was seen by students as creating possibilities for agency — related
• Authentic, challenging projects in the Learning Studio developed students' self-efficacy for future careers — related
• Exposure to the HP Learning Studio raised student awareness that spread peer-to-peer and broadened students' sense of future possibilities — related
• Individuals involved in technology exposure and exploration programs are more likely to pursue or enroll in technology-related education and training — a broader claim this one bears on
• Students adopted nondeterministic (SCOT-like) views in which humans influence technological change, supporting agency — related