Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers

Gabriella Shwartz,Yehudit Judy Dori,Or Shav-Artza

doi:10.1007/s10956-021-09912-5

Abstract

In response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice. Building on the social cognitive theory (SCT) and the social cognitive career theory (SCCT), this research examines the personal, environmental, and behavioral factors influencing the chemistry-related profession choice of 55 chemists, 18 chemical engineers, and 72 chemistry teachers. Research participants also suggest ways to encourage students to major in chemistry during high school and pursue a chemistry-related career. Results showed that high school serves as a significant turning point of future career choices. Self-efficacy in the task-oriented and chemistry learning aspects are the driving forces of choosing a chemistry career. We also shed light on the importance of enhancing students’ choice in chemistry-related career via quality educational programs. The study contribution lies in examining all three aspects of career choice in the SCCT. We have applied this framework specifically in chemistry, but the identified factors can be applied to other STEM domains. Practically, we provide recommendations for different stakeholders on how to overcome the shortage of skilled chemistry professionals.

Highlights

Chemistry connects the physical sciences with life sciences and applied sciences
The research questions are as follows: (1) What are the most influential categories in the personal, environmental, and behavioral themes that affect chemistry teachers and chemists in choosing their careers? (2) How can we encourage students to major in chemistry during high school and later to choose a chemistry-related career? We have identified a variety of factors influencing career choice in chemistry at two career paths: industry and education
In response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice

Summary

Introduction

Chemistry connects the physical sciences with life sciences and applied sciences. As chemistry is vital for the economy, it is important to encourage adolescents to choose a chemistry-related career (Solano et al, 2011; Avargil, Kohen, & Dori, 2020).Choosing science, technology, engineering, and mathematics (STEM) career in general and chemistry in particular is declining, and this hinders sustainable economic development worldwide (Diekman & Benson-Greenwald, 2018; Salonen et al, 2018; Simon et al, 2017).The shortage starts with chemistry teachers, who motivate their students to major in chemistry (Barnea, Dori, & Hofstein, 2010; Salta et al, 2012). As chemistry is vital for the economy, it is important to encourage adolescents to choose a chemistry-related career (Solano et al, 2011; Avargil, Kohen, & Dori, 2020). The insufficient number of high school students who choose to major in Journal of Science Education and Technology (2021) 30:692–705 on a specific group of participants and on personal, environmental, and behavioral themes that are specialized to a chemistry-related career choice. These themes are usually not domain specific and can shade lights on career choice of other STEM domains

Methods

Results

Conclusion