IFS-Virtual Keynote Series
Beginn: 11.01.2027 und 18.01.2027, jeweils um 15:00 Uhr (MEZ)
Ende: 11.01.2027 und 18.01.2027, jeweils um 18:00 Uhr (MEZ)
Veranstaltungsort: Online
Sprache: Englisch
Anmeldung
Das Institut für Schulentwicklungsforschung (IFS) an der TU Dortmund organisiert mit der IFS-Virtual Keynote Series (VKS) eine Veranstaltung, die international ausgerichtet ist und sich bedeutenden Themen der empirischen Bildungsforschung widmet.
Die nächste VKS findet am 11. und 18. Januar 2027 unter dem Thema „Developing STEM Motivation and Future Aspirations“ statt und nimmt damit Bezug auf aktuelle Themen im Projekt PHOENIX (EXC 3112).
Renommierte internationale Forscherinnen und Forscher stellen ihre Forschungsergebnisse zu diesen Bereichen vor und stehen für eine anschließende Diskussion zur Verfügung. Ziel ist es, die Themen interdisziplinär zu beleuchten. Darüber hinaus werden verschiedene theoretische Ansätze sowie methodische Herangehensweisen vorgestellt und unterschiedliche Forschungsbefunde zu den Oberthemen zusammengetragen. Pro Themenbereich sind zwei Keynotes geplant.
Die Veranstaltung findet online via Zoom statt. Unter obenstehendem Link können sie sich anmelden. Die Teilnahme an der VKS ist kostenlos.
Wir freuen uns auf Ihre Anmeldung!
Zusätzlicher Hinweis: Es werden nur Personen mit Klarnamen in den Zoom-Raum aufgenommen.
Programm: „Developing STEM Motivation and Future Aspirations“
| Termine | Beitragstitel | Referent*in | |||
|---|---|---|---|---|---|
11. Januar | What do we know? Explaining career aspirations and decisions in STEM from perspectives of motivation and identity research | ||||
| 15:00 – 16:15 Uhr (MEZ) | Situation Expectancy-Value Theory: What does evidence show | Professor Jacquelynne Eccles, Ph.D. – UC Irvine | |||
| 16:30 – 18:00 Uhr (MEZ) | Broadening STEM and Disciplinary Identity Development to Expand STEM Career Aspirations | Professor Zahra Hazari – Florida International University | |||
18. Januar | What can de do? Psychological interventions fostering motivation, career aspirations and decisions in STEM | ||||
| 15:00 – 16:15 Uhr (MEZ) | How Wise Interventions Can Anticipate and Address Foundational Questions to Unleash Motivation in STEM: Do I Belong? Can I Do It? Does It Matter? | Professor Greg Walton – Stanford University | |||
| 16:30 – 18:00 Uhr (MEZ) | New Directions and Unanswered Questions in Expectancy-Value Intervention Research for STEM Persistence | Associate Professor Emily Rosenzweig – Columbia University | |||
Abstracts
Situation Expectancy-Value Theory: What does evidence show
In this talk I will summarize the key points of SEVT and summarize the evidence accumulated over the last 40 years to support or refute the predictions inherent in SEVT. I will also suggest some new methodological strategies that are improving our ability to evaluate the validity of some of the more complex proposed developmental sequences.
Broadening STEM and Disciplinary Identity Development to Expand STEM Career Aspirations
Although the number of STEM degrees and occupations are growing, narrow perceptions of STEM and disparities among marginalized groups continue to be pervasive and threaten the way in which STEM fields function and impact future outcomes globally. Considerable evidence points to the importance of STEM/disciplinary identity development as highly influential for youths’ STEM career aspirations and persistence. Given that these discipline-specific identity constructs are culturally defined, they are malleable and can be broadened to reshape and expand STEM fields for a better global future. This keynote describes critical framing for studying STEM/disciplinary identities, as well as educational interventions that can support the broadening of these identity constructions such as counternarratives, counterspaces, and communal classroom cultures.
How Wise Interventions Can Anticipate and Address Foundational Questions to Unleash Motivation in STEM: Do I Belong? Can I Do It? Does It Matter?
As young people look toward adulthood, they ask in many forms who they might become: What communities can they join? What skills do they have and can build? What matters to them and what impact would they like to have? This talk will review brief, psychologically “wise” interventions that anticipate the questions that come up on the path toward STEM fields and how these can be addressed to smooth this path.
New Directions and Unanswered Questions in Expectancy-Value Intervention Research for STEM Persistence
The past decade has seen a number of promising intervention approaches that promote STEM achievement, course-taking, and major persistence by enhancing students' beliefs about competence or task value. Yet the field is also still developing foundational knowledge that informs our understanding of how best to intervene around these beliefs to enhance STEM persistence. In this talk, Emily Rosenzweig will discuss the "future" of value-focused motivational intervention research in STEM fields of study, providing both optimistic evidence of new directions that are enhancing this line of work and critiques of some foundational questions that must be addressed in order to develop this field further. By shedding light on successful - and mixed - past findings from her own value- and cost-focused intervention research, she will advance discussion of how to use expectancy-value based interventions to enhance STEM persistence in the future.