Karjääriteadlikkusele suunatud õpistsenaariumide kasutamine loodusteadusliku kirjaoskuse kujundamiseks

Adamson, S.J., Doherty, N., & Viney, C. (1998). The meanings of career revisited: implications for theory and practice. British Journal of Management, 9, 251–259. https://doi.org/10.1111/1467-8551.00096

American Association for the Advancement of Science (AAAS). (2001). Atlas of science literacy (Project 2061). Mapping K-12 science learning. Washington, DC.

Bandura, A. (1986). Social foundations of thought and action. New York, NY: Englewood Cliffs.

Baruch, Y. (2006). Career development in organizations and beyond: balancing traditional and contemporary viewpoints. Human Resource Management Review, 16(2), 125–138. https://doi.org/10.1016/j.hrmr.2006.03.002

Blotnicky, K. A., Franz-Odentaal, T., French, F., & Joy, P. (2018). A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelyhood of pursuing a STEM career among middle school students. International Journal of STEM Education, 5(22). https://doi.org/10.1186/s40594-018-0118-3

Brouwer, P., Brekelmans, M., Nieuwenhuis, L., & Simons, R. J. (2012). Communities of practice in the school workplace. Journal of Educational Administration, 50(3), 346–364. https://doi.org/10.1108/09578231211223347

Chang, Y., Leach, N., & Anderman, E. M. (2015). The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction. Social Psychology of Education, 18(2), 315–336. https://doi.org/10.1007/s11218-014-9289-z

Cohen, C., & Patterson, D. G. (2012). Teaching Strategies that Promote Science Career Awareness. Seattle: Northwest Association for Biomedical Research Monograph.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

DeWitt, J., & Archer, L. (2015). Who aspires to a science career? A comparison of survey responses from primary and secondary school students. International Journal of Science Education, 37(13), 2170–2192. https://doi.org/10.1080/09500693.2015.1071899

DeWitt, J., Archer, L., & Mau, A. (2016). Dimensions of science capital: exploring its potential for understanding students’ science participation. International Journal of Science Education, 38(16), 2431–2449. https://doi.org/10.1080/09500693.2016.1248520

Drymiotou, I., Constantinou, C.P., & Avraamidou, L. (2021). Enhancing students’ interest in science and understandings of STEM careers: the role of career-based scenarios. International Journal of Science Education. https://doi.org/10.1080/09500693.2021.1880664

Forte, A. M., & Flores, M. A. (2014). Teacher collaboration and professional development in the workplace: a study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91–105. https://doi.org/10.1080/02619768.2013.763791

Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2011). Concept development and transfer in context-based science education. International Journal of Science Education, 33(6), 817–837. https://doi.org/10.1080/09500693.2010.493185

Habig, B., Gupta, P., Levine, B., & Adams, J. (2020). An informal science education program’s impact on STEM major and STEM career outcomes. Research in Science Education, 50, 1051–1074. https://doi.org/10.1007/s11165-018-9722-y

Harlen, W., Devés, R., Garza, G., F., Léna, P., Millar, R., Reiss, M., Rowell, P., & Yu, W. (2015). Working with big ideas of science education. Published by the Science Education Programme (SEP) of IAP.

Henno, I., Kollo, L., & Mikser, R. (2017). Eesti loodusainete õpetajate uskumused, õpetamispraktika ja enesetõhusus TALIS 2008 ja 2013 uuringu alusel. Eesti Haridusteaduste Ajakiri, 5(1), 268−296. https://doi.org/10.12697/eha.2017.5.1.09.

Holbrook, J., & Rannikmäe, M. (2007). Nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347−1362. https://doi.org/10.1080/09500690601007549

Holbrook, J., & Rannikmäe, M. (2009). The meaning of scientific literacy. International Journal of Environmental & Science Education, 4(3), 275–288.

Holbrook, J., & Rannikmäe, M. (2010). Contextualisation, de-contextualisation, recontextualisation – a science teaching approach to enhance meaningful learning for scientific literacy. In I. Eilks & B. Ralle (Eds.), Contemporary science education (pp. 69−82). Germany: Shaker Verlag.

Kang, J., Keinonen, T., & Salonen, A. (2019). Role of interest and self-concept in predicting science aspirations: gender study. Research in Science Education. https://doi.org/10.1007/s11165-019-09905-w

Kang, J., Keinonen, T., Simon, S., Rannikmäe, M., Soobard, R., & Direito, I. (2019). Scenario evaluation with relevance and interest (SERI): Development and validation of a scenario measurement tool for context-based learning. International Journal of Science and Mathematics Education, 17, 1317–1338. https://doi.org/10.1007/s10763-018-9930-y

Kemp, A. C. (2002) Science Educators’ Competing Views on the Goal of Scientific Literacy. Ph.D. Thesis, University of Georgia, Georgia, GA, USA.

Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs. Journal of Educational Psychology, 104(1), 150–165. https://doi.org/10.1037/a0026253

Krajcik, J., & Delen, İbrahim. (2017). Õpilaste kaasamine STEM-haridusse. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 5(1),10–34. https://doi.org/10.12697/eha.2017.5.1.02b

Krull, E. (2018). Pedagoogilise psühholoogia käsiraamat. Tartu: Tartu Ülikooli Kirjastus.

Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441

Margot, K.C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(2), 1–16. https://doi.org/10.1186/s40594-018-0151-2

Maxwell, A., & Riley, P. (2017). Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration & Leadership, 45(3), 484–502. https://doi.org/10.1177/1741143215607878

McDonald, C. V. (2017). Exploring nature of science and argumentation in science education. In B. Akpan (Ed.), Science education: A global perspective (pp. 7–44). Switzerland: Springer.

National Research Council (NRC). (2012). Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.

Nie, Y., Chua, B. L., Yeung, A. S., Ryan, R. M., & Chan, W. Y. (2015). The importance of autonomy support and the mediating role of work motivation for well-being: testing self-determination theory in a Chinese work organisation. International Journal of Psychology, 50(4), 245–255. https://doi.org/10.1002/ijop.12110

Organisation for Economic Co-operation and Development (OECD). (2016). PISA 2015 results (Vol. 1). Excellence and equity in education. OECD Publishing.

Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: A systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129. https://doi.org/10.1080/03057267.2014.881626

Põhikooli riiklik õppekava (2011). Riigi Teataja I, 14.01.2011, 1. https://www.riigiteataja.ee/akt/129082014020.

Queiruga-Dios, M. A., López-Iñesta, E., Diez-Ojeda, M., Sáiz-Manzanares, M. C., & Vázquez Dorrío; J. B (2020). Citizen science for scientific literacy and the attainment of sustainable development goals in formal education. Sustainability, 12(19), 4283. https://doi.org/10.3390/su12104283

Rannikmäe, A., Rannikmäe, M., & Holbrook, J. (2008). A paradigm shift in teachers: Recognising the nature of science as its’ place in teaching. In J. Holbrook, M. Rannikmäe, P. Reiska & P. Ilsley (Eds.), The need for a paradigm shift in science education for post-Soviet societies (pp. 143–163). Germany: Peter Lang.

Rannikmäe, M., Soobard, R., Reiska, P., Rannikmäe, A., & Holbrook, J. (2017). Õpilaste loodusteadusliku kirjaoskuse tasemete muutus gümnaasiumiõpingute jooksul. Eesti Haridusteaduste Ajakiri, 5(1), 59−98. https://doi.org/10.12697/eha.2017.5.1.03

Roberts, D. A., & Bybee, R. W. (2014). Scientific literacy, science literacy, and science education. In N. G. Lederman & S. K. Abell (Eds.). Handbook of Research on Science Education (pp. 545–558). New York, NY: Routledge.

Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4),761–774. https://doi.org/10.1037/0022-0663.99.4.761

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Publications

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a selfdetermination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860

Salonen, A., Kärkkäinen, S., & Keinonen, T. (2018). Career-related instruction promoting students’ career awareness and interest towards science learning. Chemistry Education Research and Practice, 19(2), 474–483. https://doi.org/10.1039/C7RP00221A

Soobard, R., Kotkas, T., Holbrook, J., & Rannikmäe, M. (2020). Students’ perceptions of an intervention course designed to raise science-related career awareness. European Journal of Educational Research, 9(4), 1539–1555. https://doi.org/10.12973/eu-jer.9.4.1539

Taylor, I. M., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding the antecedents of teachers’ motivational strategies in physical education. Journal of sport and exercise psychology, 30(1), 75–94. https://doi.org/10.1123/jsep.30.1.75

Tröbst, S., Kleickmann, T., Lange-Schubert, K., Rothkopf, A., & Möller, K. (2016). Instruction and students’ declining interest in science: An analysis of German fourth- and sixth-grade classrooms. American Educational Research Journal, 53(1), 162–193. https://doi.org/10.3102/0002831215618662

Tytler, R. (2007). Australian education review: Re-imagining science education engaging students in science for Australia’s future. Victoria: ACER Press.

Valdmann, A., Holbrook, J., & Rannikmäe, M. (2020). Defining teacher ownership: a science education case study to determine categories of teacher ownership. Journal of Baltic Science Education, 19(4), 659–674. 10.33225/jbse/20.19.659

White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297–333. https://doi.org/10.1037/h0040934