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| Copyright © 2009. National Academy of Sciences. All rights reserved. Terms of Use and Privacy Statement |
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
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OCR for page 129
FOCUS GROUPS:
D MODERATOR’S
GUIDE—TEENS
INTRODUCTION (5 MINUTES)
• Moderator introduction: I represent GSG, an independent
opinion-research firm that conducts discussion groups on
various topics. We ask people their opinions about everything
from hamburgers to cars.
• Explain the idea of the focus group. Go over features of the
room, including:
− One-way mirror—I have colleagues taking notes behind
the mirror so that they do not disturb us. . . .
− Camera/Microphones—This is being taped so that I don’t
have to take notes while you are all giving your opin-
ions. . . . One ground rule: You must talk, and you must
talk loud enough so we can all hear you.
− Completely confidential. Your full names will never be
used. We just want to hear your opinions . . . Not a class-
room; There are no right or wrong answers.
− If you have any questions or additional comments, please
go right ahead at any time. We have a good deal of material
OCR for page 130
0 CHANGING THE CONVERSATION
to cover in a short time; feel free to ask questions, but we
will need to keep the conversation moving. . . .
• Introductions: First name (only), and background informa-
tion (family, favorite subject at school, favorite television show,
favorite site on the internet, etc.).
WARM-UP
• You told me what your favorite subject in school is. Tell me
why that’s your favorite subject.
− What is it that you like about that subject? If you were
trying to explain to someone else why they might like that
subject, what would you tell them?
− How did you end up liking that subject? Was it because of
a certain teacher? A certain project?
• Now, what is your least favorite subject in school?
− PROBE: History/Social Studies, Math, Science, Reading/
English, Foreign Language, Music/Art, Gym?
• Let’s talk about what your plans are, and ask a question you’ve
probably been asked a few times. . . . What do you want to do
when you grow up?
− Why do you want to do that? Do you think you will be able
to do it?
• Think for a moment about some reasons you would want to
have a certain kind of job or career… What are some reasons
why someone might try to have a certain job or career? GO TO
BOARD, WRITE.
− PROBE: Satisfaction? Celebrity? Recognition (honors,
awards)? Interesting work? Money? Good career? Good
lifestyle? Challenging? Good opportunities? Able to create
things that will last? Competitive?
OCR for page 131
Appendix D
• Do you know anyone who has a job now that you would like
to have yourself when you are older?
− What is that person like? Why did that person succeed in
making that career for themselves? What did that person
do to get where they are?
• What school subjects do you think you will need to excel in to
have a chance to go into your chosen line of work? Why? How
do you like those subjects? Why?
− What subjects in school do you think you could do with-
out? Why?
• Have you ever spoken with an adult about what you want to
become? Who did you talk to? PROBE: A parent? A teacher or
a guidance counselor? A family friend?
− What was this conversation like? Why did you seek that
particular person out?
• Now we’re going to talk about another topic. . . . Engineering.
What are the first words or phrases that come to mind when
you think about ‘engineering’? WRITE ON BOARD. PROBE
FOR AS MANY AS POSSIBLE.
− PROBE: Are there any positive words or phrases that come
to mind when you think about engineers or engineering?
How about negative words?
• What kind of person is an engineer? What traits and charac-
teristics does an engineer have? PROBE FOR EXAMPLES.
• Do you know anyone who is an engineer? What does that per-
son do? What is that person like?
− PROBE: Can you name any engineers who are widely
known?
• What are some examples of engineering at work today? WRITE
ON BOARD.
OCR for page 132
CHANGING THE CONVERSATION
− PROBE: What are the most interesting things on this list?
Why? What skills would a person need to be able to do
those things? What kind of person does those things?
• DISTRIBUTE HANDOUTS. I have something I would like
you take a look at. Write your first name and your last initial
at the top of the sheet. Here are some examples of engineer-
ing at work today. I’d like you to circle the ones you find most
interesting or appealing, and cross out the ones you find very
boring or least appealing. And when you’ve circled and crossed
out some of the items on the list, I want you to number 1, 2,
3 the three most interesting or appealing of the things on this
list.
− PROBE: What did you pick as the most interesting thing
on this list? Why? What skills would a person need to be
able to do those things? What kind of person does those
things?
• What’s the difference between a scientist and an engineer? Is
there any difference? What does a scientist do that an engineer
doesn’t do? What does an engineer do that a scientist doesn’t?
• Now I’m going to read you a list of descriptions and I want you
to tell me if it’s more appropriate for scientists or engineers. . . .
We can only give each description away once. . . Would you
say scientists or engineers are better described as . . . Design-
ers? Creators? Inventors? Lab technicians? Planners? Leaders?
Followers? Original thinkers? Problem-solvers? Hard working?
Get results? Have a positive effect on people’s everyday lives?
Innovative? Successful?
− PROBE FOR EACH: Why does that describe engineers/
scientists better?
• Some people have said that engineers are ‘real-world scientists.’
What do you think that means? Do you agree? What does ‘real
world’ mean?
OCR for page 133
Appendix D
I’d like to ask you about some other things that people have said
about engineers and engineering. . . .
• Some people describe engineers as creative problem solvers.
They describe engineers as having a vision for how things
should work, and they ask questions like ‘how does it work?’
‘what will happen if . . . ?’ and they work with other smart
people to design and build new things and solve problems.
− PROBE: Is that description appealing to you? What is
appealing about that? What are some kinds of examples
of that kind of person?
• Some people describe engineers as being free to explore, and
looking for better ideas, constantly learning new things, and
they are never bored because there are always problems to find
that need solving. Engineers are always being challenged and
inspired to keep exploring.
− PROBE: Is that description appealing to you? What is
appealing about that? What are some kinds of examples
of that kind of person?
• Some people describe engineers as making a world of differ-
ence because they’re able to shape the future, have a direct
effect on people’s everyday lives, and solve tomorrow’s prob-
lems today.
− PROBE: Is that description appealing to you? What is
appealing about that? What are some kinds of examples
of that kind of person?
• What kind of careers do you think engineers have?
− PROBE: How much money do they make? Do they
work insane hours? Do they get to travel? Is their work
interesting?
• I want you to turn your handouts to the last page now. I want
you to imagine that you are in charge of a marketing campaign
OCR for page 134
CHANGING THE CONVERSATION
to promote to other young people to consider becoming an
engineer or studying engineering, and your job is to write a
slogan to promote others to consider becoming an engineer.
On the second set of lines, I want you to write down what you
think is the best image or photograph that should go with your
slogan.
CHECk IN BACk ROOM FOR OTHER qUESTIONS.
WRAP UP
• What did you write for a slogan? What image or photograph
did you choose? Why?
Thank and dismiss.
