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1.
Abstract

The selection of career paths and making of academic choices is a difficult and often confusing task for young people. The impact on their lives, however, is enormous as it can determine entire future career possibilities. In India, a general remedy to this stress is that instead of choosing a field of study tailored to individual preferences and strengths, topics are chosen that align with the choices of the students’ families or their friends. This can have the effect of entrenching patterns of intergenerational inequity. The aim of this research is to give students greater access to the knowledge capital which will help them make better choices. This is achieved by engaging students in the career planning process, in order to convey information in a likeable and credible way. The COMPCAT (Competency and Career Assessment Tool) game engine combines the use of learning analytics and real time, interactive computer simulations designed to gain insights into the students’ engagement in the making of these complex decisions. This paper presents the conceptual architecture of the game and demonstrates its role in enhancing the learning effectiveness of the students.  相似文献   

2.
At the end of high school, teenagers must deal with the first life-changing decision of determining what to do after graduation. For these decisions, adolescents need to be able to make good choices. However, most schools have not yet implemented decision trainings into their curricula. A new intervention called “KLUGentscheiden!” was developed to train complex decision-making in high school students to close this gap. The intervention targets three key components of good decision-making: envisioning one's objectives, identifying relevant alternatives, and comparing the identified alternatives by a weighted evaluation. We assumed that successfully training those decision-analytical steps should enhance self-perceived proactive decision-making skills. In addition, the training should also enhance self-assessed career choice self-efficacy. The intervention was evaluated in a pseudorandomized control study including 193 high school students. Compared to a control group, the intervention group significantly increased proactive decision-making skills and career choice self-efficacy. Although different long-term evaluations are still pending, the KLUGentscheiden! intervention provides an important tool to train complex decision-making in high-school students. It also has the potential to apply to other career choices of young individuals, such as choosing majors, a final thesis, a job, or a field of work.  相似文献   

3.
Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project-based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi-experimental study with a sample of (N = 492) natural science and engineering students. STEM self-efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project-based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project-based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project-based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.  相似文献   

4.
Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game – an iPad app called Motion Math: Hungry Fish – to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game's 18 levels of difficulty into “challenging” (experimental group) and “matching” (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction.  相似文献   

5.
The present study was designed to identify and characterize the major factors that influence entering science teacher candidates’ preferences for different types of instructional activities, and to analyze what these factors suggest about teacher candidates’ orientations towards science teaching. The study involved prospective teachers enrolled in the introductory science teaching course in an undergraduate science teacher preparation program. Our analysis was based on data collected using a teaching and learning beliefs questionnaire, together with structured interviews. Our results indicate that entering science teacher candidates have strong preferences for a few activity types. The most influential factors driving entering science teacher candidates’ selections were the potential of the instructional activities to motivate students, be relevant to students’ personal lives, result in transfer of skills to non‐science situations, actively involve students in goal‐directed learning, and implement curriculum that represents what students need to know. This set of influencing factors suggests that entering science teacher candidates’ orientations towards teaching are likely driven by one or more of these three central teaching goals: (1) motivating students, (2) developing science process skills, and (3) engaging students in structured science activities. These goals, and the associated beliefs about students, teaching, and learning, can be expected to favor the development or enactment of three major orientations towards teaching in this population of future science teachers: “motivating students,” “process,” and “activity‐driven.”  相似文献   

6.
研究团体沙盘游戏对大学生职业决策自我效能的影响,探索提高大学生职业决策自我效能的途径,可以为大学生的职业指导提供一套可行的实施方案。经过沙盘游戏辅导,大学生在自我评价、收集信息、选择目标、制定规划、问题解决等维度上的得分有了显著的提高。  相似文献   

7.
在大学生就业形势越来越严峻的情况下,职业生涯规划逐步引起人们的关注,它实质上是大学生对自己一生职业的大体安排,具有个性化、连续性、预期性、系统性等特征。当前我国大学生职业生涯规划中,存在大学生职业定向模糊、职业规划与行动脱节、缺乏有效的指导与反馈机制、缺乏制度与组织保障,基础设施不完善等问题。切实改进这些问题,就要将大学生职业生涯规划工作与学校思想政治工作紧密结合,探索大学生职业生涯规划行之有效的方法,建立保障大学生职业生涯规划的长效机制。  相似文献   

8.
The changing British society with new commitments to educational inclusion for disabled people should mean increased individual freedom of choice and greater chance of participation. However, juggling this with the continuing emphasis on education for the economy brings the danger of new forms of social exclusion of those who do have different needs and require additional support to take advantage of opportunities and make informed decisions about their professional futures. This contradiction encourages the deteriorating academic and career-oriented foresight of special schools and the inclusion of all disabled students in mainstream education, without providing enough support to cater for the diversity and differentiation it generates. This paper adds to this debate by reporting on the work in progress of a project funded by the European Social Fund, concerning the educational experiences of a group of young disabled people still in full-time mainstream or special education. It presents some personal accounts of the young people's perceptions of how their educational environment influences their personal aspirations for future careers and post-school choices. This research strives to give a voice to young disabled people, informing policy concerned with young people, education and transitions to work.  相似文献   

9.
高职院校应积极从学生的角度出发,坚持“以人为本”,进行“职业指导”课程的改革,根据学生成长规律安排课程教学、根据学生所学专业设计特色教学内容、根据学生特点采用多种教学方法、根据教学需求培养专业化的师资队伍、根据学生所学内容同步开展课堂外活动、根据课程教学开展有针对性的评价。  相似文献   

10.
“互联网+”职业规划教育能够化解大学生求职过程中的疑难和困惑,激发大学生的求职动力,促进大学生精准就业。利用互联网技术,采取建立微平台、微课程体系等学生乐于接受的方式,与大学生职业规划进行深度融合,拓宽大学生职业规划路径,弥补传统职业规划的不足,促使大学生根据自己的个性特质来选择合适的职业。在助推大学生精准化就业的过程中,全面提升大学生就业质量,为社会经济发展注入创新要素。  相似文献   

11.
Even though the odds are astronomically high against it ever happening, many middle school students harbor hopes of some day playing professional sports. What students frequently fail to realize is that there are numerous sports-related occupations in addition to that of the professional athlete. The classroom career awareness activities presented here are designed to help students discover that there is more to sports than being an athlete.  相似文献   

12.
不确定性既是当代人类社会生活的本真状态,也是当代大学生的一种认知体验。不确定性既影响着职业指导研究,同时也对职业指导实践提出了挑战。高职院校职业指导只有不断变革与发展,才能有效应对各种不确定性的影响,帮助职校学生妥善处理好人与职业的关系。  相似文献   

13.
It has often been stated that the Arab “world” is faced by a demographic challenge which is very different to that of many countries in the global North. As the Arab Spring has shown, youths across the region of the Middle East and North Africa (MENA) are keen to make a mark, and despite the internal conflicts and contests for power and influence, many young leaders are hoping to establish new forms of social cohesion which could lead to peace and prosperity within a globalised, interconnected world. This paper focuses on one aspect of the relationship between Arab youth and society, namely the difficult transition between formal education and employment. Drawing on, among other sources, a comparative study carried out across eight Arab states, the role which career education and guidance can play in the process is examined. This is followed by a case study of Palestine where, despite very challenging and difficult political and economic circumstances, significant and promising efforts have been made to help young people develop the life skills needed to engage with schooling in ways that do not only enhance learning, but also facilitate access to work and to self-employment. The paper argues that while career education and guidance (CEG) cannot possibly be expected to solve the disconnect between education and work, it does have a role to play in enhancing learning, in supporting transitions, and thus in contributing to both social and economic development goals.  相似文献   

14.
试论个性化的就业指导   总被引：1，自引：0，他引：1  
本文通过对职业指导“特性-因素”理论的借鉴与解读,结合实践阐述大学生就业指导应该：充分尊重学生个性,为其独特的职业发展需求提供帮助;启发学生认识自身潜能,根据自己的人生指标进行职业设计：鼓励学生热情追求职业理想,启发他们培养实现职业理想的理性思考和实力,在职业的选择与发展中成为自我认知、自我实现及自觉有用的人。  相似文献   

15.
For 3years, I have been teaching neuroscience courses by using computer conferencing to complement the traditional lectures. Typically, the conferencing involved local, on‐campus students, although one semester the class was combined from on‐campus and off‐campus students. For most of my 33‐year teaching career, I had used the teaching approach that most professors use, which is what educational theorists call “instructivist.” Critics call that “stand and deliver.” Lecturing is an efficient way to dispense organized information, but it does not ensure learning nor is it very effective in showing students how to learn on their own.

Instructivism can be enriched by complementing it with “constructivist” approaches. Constructivists argue that there is a direct relationship between the amount of learning that occurs and the extent to which the environment provides a rich source of engaging experiences in which students construct their own knowledge and understanding. I have found that such an environment is readily provided by computer conferencing.

In my teaching of neuroscience, I have used a network software system (FORUM) for small student groups to conduct a variety of constructivist learning activities. Within weekly deadlines, students worked in groups at their own pace and time of convenience. My impression of the advantages of such conferencing for constructivist activities include the promotion of socialization in “cyberspace,” providing an environment for team learning, the reduction of social problems in face‐to‐face instruction, increased teaching and learning efficiency, more comprehensive means for assessing student learning, and improved quality of student work.  相似文献   

16.
高师学生职业意识影响着高师学生在校期间的学习和生活，以及工作后的态度和质量。加强高师学生职业意识教育，培养他们的自我教育能力，是高师教育的主题。文章在调查的基础上概括了高师学生职业意识形成的七个特点，并从社会、高师教育、学生自身等方面提出了培养的建议和对策。  相似文献   

17.
This study examines the relation between perceived career barriers, future orientation and career decisions among young Palestinian-Israeli youth. The study employs a theoretical model that links perceived career barriers and career decisions via variables of future orientation. Three hundred eighty-eight young Palestinian-Israeli women (73.20%) and men (26.80%) participated in the study. Structural equation modelling shows that perceived ethnic discrimination is positively related to the motivational variables of future orientation, while perceived gender discrimination and childcare and family difficulties are negatively related to motivational variables. This means that perceived ethnic discrimination towards Palestinian-Israeli youths make them more inclined to perceive the value of higher education and to feel greater control over their personal accomplishments and their goals of achieving a higher education. Investment in future orientation will in all likelihood incentivise the choosing of a career path.  相似文献   

18.
This article reports on a study investigating the career development of hard-of-hearing high school students attending regular classes with itinerant teacher support. We compared 65 hard-of-hearing students with a matched group of normally hearing peers on measures of career maturity, career indecision, perceived career barriers, and three variables associated with social cognitive career theory career decision-making self-efficacy, outcome expectations, and goals. In addition, the predictors of career maturity and career indecision were tested in both groups. Results indicated that (a) the two groups did not differ on measures of career maturity, (b) the SCCT variables were less predictive of career behaviors for the hard-of-hearing students than for the normally hearing students, and (c) perceived career barriers related to hearing loss predicted lower scores on career maturity attitude for the hard-of-hearing students. These findings are discussed in the context of career education and counseling interventions that may benefit young people who are hard of hearing.  相似文献   

19.
新媒体环境下,探索大学生职业指导新工具的开发路径,对于实现大学生职业指导工作创新有着重要的现实意义。通过分析大学生职业指导基本内容和大学生职业指导现状,阐述了新媒体环境下大学生职业指导的优势,提出大学生职业指导新工具开发的具体路径。  相似文献   

20.
In New Zealand there is an increasing trend for people with prior occupational experiences to enter secondary teaching. At a time when the media is continually questioning the status and capability of the teaching profession, we explore what or who motivates people to change their occupational paths and enter the teaching profession. Our sample of 68 newly qualified change‐of‐career teachers reported multiple factors related to their decision to pursue teaching. The matrix of reasons involved a range of “push and pull” factors related to previous work and family experiences, values and task expectancies. Three cluster groups of teachers – “Looks Good”, “Time is Right” and “Teaching is Me” – were developed to illustrate the relative influence of different combinations of reasons. We looked at how these teachers' motivations and prior experiences impacted on early and long‐term career expectations and intentions.  相似文献   

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