Fen-bilimleri, teknoloji, mühendislik ve matematik (FTMM) alanlarında sembol içeren aktivitelere ilgiler: Kadın-erkek farkları.

Aim of the present investigation was to delineate gender differences on one specific domain (i.e. symbolic interests) of the vocational interest measure focusing on interests toward the Science, Technology, Engineering, and Math (STEM) areas; STEM Interest Complexity Measure (Toker & Ackerman, 2012). The measure was developed to incorporate STEM-related tasks that vary in their complexity levels to represent a more comprehensive assessment of interests that pertain to Holland’s Realistic and Investigative themes along the span of occupational complexity levels (Gottfredson, 1986). The measure covers tasks dealing with numeric, symbolic, spatial information, and STEM-related ideas. Each of these domains include items that cover the “data” complexity levels identified in the Dictionary of Occupational Titles; which are copying, comparing, computing, compiling, analyzing, synthesizing, and generating in order of ascending complexity. Furthermore, items were developed with a focus on the work activities outlined by the Occupational Information Network (O*NET) for STEM-related jobs. The 121-item measure was shown to have good construct and criterion-related validity (Toker & Ackerman, 2012). In the prediction of vocational criteria (i.e. STEM major satisfaction, intentions to further pursue the field) the relative contribution of measures revealed that the relevant Holland themes explained from 0% to 3%; math-and-science self-concept explained from 1% to 7%; and STEM Interest Complexity explained from 5% and 12% of the variance in criteria. STEM Interest Complexity added 5% variance on the above-mentioned interest measures in the prediction of STEM-GPA. Gender differences have been documented for Holland’s (1997) interest themes and STEM-subject interests with a recent meta-analysis (Su, Rounds, & Armstrong, 2009). Effect sizes of observed differences were large for realistic and engineering interests, and small for investigative, science, and math interests, with men reporting higher preferences than women. I hypothesized that men would have higher interests on the STEM Interest Complexity-Symbolic domain. The sample was 273 undergraduate students in an American college (126 men and 147 women). Latent Mean Differences was tested using EQS6.1 for the moderate- and high-complexity symbolic-interest factors, after omitting the items with differential slope and thresholds across the genders based on Differential Item 16 104 Functioning. As a result 21 items, 14 as indicators of the moderate-complexity latent factor and 7 of the highcomplexity latent symbolic-interests factor, were included in the analysis. The women sample was designated the reference group and latent factor loadings were set to zero. For the sample of men, latent factor loadings were freely estimated to yield this group’s latent factor means relative to the reference group. According to the results (S-Bc2(329) = 468.41, p < .001, CFI = .97, RMSEA = .058, CI .046, .069, MACS RMSEA = .056, CI. .044, .067), men reported higher preferences on symbolic-interests than did women. Latent mean differences were significant for moderate-complexity symbolic-interests (B = .643, t = 4.89, p < .05) and also for highcomplexity symbolic-interests (B = .734, t = 6.38, p < .05). Results are discussed in relation to the desire of increasing the representation of women in STEM-areas and related vocational counseling and intereststimulating activities.
I. Uluslararası İş ve Meslek Danışmanlığı Kongresi, (28 Kasım 2013 - 29 Kasım 2014)


Utilizing occupational complexity levels in vocational interest assessments: Assessing interests for STEM areas
Toker, Yonca (2012-04-01)
With an aim to improve vocational interest assessments geared toward the Science, Technology, Engineering, and Mathematics (STEM) areas, we developed a new assessment by incorporating occupational complexity levels. Occupations which correspond to Holland's realistic and investigative themes were identified together with their complexity levels using the information in the Dictionary of Holland Occupational Codes. How the required skills, abilities, and work activities differ in occupations with different c...
STEM Interest Complexity Inventory Short Form With IRT and DIF Applications
Toker, Yonca; Gültaş, Mehmet (2019-02-01)
The 127-item Science, Technology, Engineering, Mathematics (STEM) Interest Complexity Inventory and 15-item General STEM Interests Scale, each of which were previously developed to assess interests toward increasingly complex tasks, were shortened to 37-item and 12-item measures. Item response theory analyses employed on the data of 930 students in STEM majors indicated items with higher discrimination parameters and equivalent functioning across genders. The short form (SF) supported a four-factor structur...
Integrating Occupational Complexity Levels to Interest Assessments in Social and Enterprising Areas: Development of the Vertical Social Interest Scale
Acikgoz, Yalcin; Toker Gültaş, Yonca (2019-02-01)
With the goal of improving assessment of interests toward social and enterprising areas, we developed the Vertical Social Interest Scale (VSIS) by incorporating vertical differentiation between occupations in terms of authority and communication. Social and enterprising occupations, their complexity levels, and work activities were identified using the information in the Dictionary of Occupational Titles and Occupational Information Network. Three studies (N = 515 total), two of which utilized students and ...
Science teachers’ theory and pedagogy of argumentation in science education: design, implementation, and evaluation of a graduate course through educational design research
Özdem Yılmaz, Yasemin; Çakıroğlu, Jale; Ertepınar, Hamide; Department of Elementary Education (2014)
The current study is an educational design research on the design, implementation and evaluation of a graduate course that is aimed at improving science teachers’ theory and pedagogy of argumentation in science education. It was aimed to describe the educational design process of a graduate course with a reflexive approach. In addition to the design process, the science teachers’ instructional practices in argumentation based lessons were explored in the study. The participants were 1 elementary school scie...
Pre-service science and mathematics teachers' computer related self-efficacy, attitudes, and the relationship among these variables
Pamuk, Savaş; Peker, Deniz; Department of Educational Sciences (2007)
The purpose of this study was (1) to explore pre-service science and mathematics teachers’ levels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elem...
Citation Formats
Y. Toker, “Fen-bilimleri, teknoloji, mühendislik ve matematik (FTMM) alanlarında sembol içeren aktivitelere ilgiler: Kadın-erkek farkları.,” presented at the I. Uluslararası İş ve Meslek Danışmanlığı Kongresi, (28 Kasım 2013 - 29 Kasım 2014), Ankara, Türkiye, 2013, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/88332.