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The school I work in is a high school that provides vocational and technical education. My students here are able to get to know various professions. Apart from this, they also have career days where they can get information about different profession groups.

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Role models show significant effects on female students' self-confidence in pursuing careers in science, technology, engineering, and mathematical (STEM) fields. The gender difference between role models and female students has shown to have no significant effect on student attitudes, whereas perceived dissimilarity with stereotypical role models showed a negative effect on self-confidence in pursuing STEM careers. Perceived similarity with non-stereotypical role models (of either gender) shows a positive effect on self-confidence to succeed in STEM occupations.

The percentage of women in STEM is a result of many factors: different expectations for boys and girls, boys are encouraged more to pursue STEM fields, a lack of women role models, and/or discriminatory environments. In high school, 66% of girls interested in STEM know someone who works in the field, which proves that role models do have a significant impact. These girls were exposed to STEM and apparently gained interest in the field. In order to stop the previously presented cycle related to role models, initiatives need to be taken and there have been quite a few approaches to doing so.

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Career consultant
Pastoral support

It provides informative, career-related resources and experiences that an individual can use to help. They offer people the opportunity to meet a reliable adult future.
Teachers need to feel confident
While informal career talks are taking place,
their knowledge and, where appropriate, career professionals.

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http://gisproject.org/
http://etcep.meb.gov.tr/
http://scientix.meb.gov.tr/
http://www.stemalliance.eu/
http://www.enterprising-women.org/business-support/set-women
http://www.camawise.org.uk/
http://www.genderportal.eu/resources/ec-campaign-science-its-girl-thing
https://women.nasa.gov/nasagirls//
http://www.wes.org.uk/content/promoting-women-stem
https://www.collegeraptor.com/find-colleges/articles/college-majors-minors/7-organizations-working-to-promote-women-in-stem/
http://www.scientix.eu/web/guest/projects/project-detail?articleId=623593
http://www.scientix.eu/web/guest/projects/project-detail?articleId=555712
https://stemgenderequality.com/about/intro/
http://www.mediacatonline.com/toplumsal-cinsiyet-ucurumunu-kapatabilirsiniz/
http://www.makersteam.net/stem-egitiminde-cinsiyet-esitligi/
https://www.bilimveteknolojidekizcocuklar.com/toplumsalcinsiyet
http://www.stingeuproject.com/
http://www.womeng.org/
http://www.scientix.eu/web/guest/projects/project-detail?articleId=419934
https://www.iie.org/.../Programs/...Program/.../2013-December-STEM-Education-Pro...
http://www.codefirstgirls.org.uk/
https://blogs.cisco.com/csr/girls-power-tech-inspiring-young-women-around-the-globe
http://www.codeitlikeagirl.com/

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"I was taught that the way of progress was neither swift nor easy."
Marie Curie

A top student in her secondary school, Curie could not attend the men-only University of Warsaw. She instead continued her education in Warsaw's "floating university," a set of underground, informal classes held in secret. Both Curie and her sister Bronya dreamed of going abroad to earn an official degree, but they lacked the financial resources to pay for more schooling. Undeterred, Curie worked out a deal with her sister. She would work to support Bronya while she was in school and Bronya would return the favor after she completed her studies. For roughly five years, Curie worked as a tutor and a governess. She used her spare time to study, reading about physics, chemistry and math.

In 1891, Curie finally made her way to Paris where she enrolled at the Sorbonne in Paris. She threw herself into her studies, but this dedication had a personal cost. With little money, Curie survived on buttered bread and tea, and her health sometimes suffered because of her poor diet. Curie completed her master's degree in physics in 1893 and earned another degree in mathematics the following year.
In 1903 Marie Curie became the first woman scientist to win a Nobel Prize; in 1911, she became the first scientist to win two Nobel Prizes. In 1903 Curie received the Nobel Prize in physics along with her husband and Henri Becquerel for their work on radioactivity. With their Nobel Prize win, the Curies developed an international reputation for their scientific efforts, and they used their prize money to continue their research.

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In 2016, the GIS Project announced as an international STEM project between Turkey, South Korea, China and USA. According to the Global Gender Gap Report, Turkey is ranked as the 125th country among 142 countries. 93% of girls and 95% of boys continue elementary school; and the difference in schooling rate actually shows itself in university education, where the rate of male university students is 11% higher than female students. The rate of women graduating schools lower than high school level is 26.3%, while the rate of high school graduate women is 32.1% and the rate of vocational technical high school graduate women is 39.3%. Although the rate of college graduate women has increased to 72.2%, there is room for improvement nonetheless. Increasing information availability, skills in STEM and interest of the young population of Turkey and educating them correctly will provide the appropriate planning of employment. In TIMSS (Trends in International Mathematics and Science Study) and PISA (The Program for International Student Assessment), conducted by OECD researches, it is known that female Turkish students within the age of 15 are majorly behind internationally in science and mathematics skills. This fact causes many discussions, but there are no concrete and wide-scale actions about this matter.

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I am a physics teacher and Fatih Project trainer in Turkey. I'm interested in physics, astronomy, mathematics, and other natural sciences. I have studies about the use of technology in education. I am interested in renewable, sustainable energy sources and popular science. My students are between the ages of 14-19. I have a special interest in conserving wildlife and ecological balance. My motto; "There is physics in life, there is life in physics"

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Course Timeline

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Deadlines and other important dates

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Three applications I already use:

1. Utilise career materials in science texts / journals / articles:

2. Integrate experiential activities in the classroom

3. Research science careers / map out career paths

Three applications that I think apply in my classroom / school:

1. Support inclusion of science careers in school career fairs.

2. Share personal experiences

3. Expose students to worksites and outside opportunities

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Schools of the future will teach children how to learn on their own

STEM education aims to educate students by discovering and practicing them. It aims to educate students with science, technology, engineering and mathematics skills and to train innovative and creative individuals who can pass on their dreams.

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Do you think there is a lack of STEM skills in Europe? If so, what are the main reasons for that? Add new ideas and vote!

The European industry is faced with difficulties in finding talented workers. This means that STEM skills are inadequate. Today, young graduates are not trained in the direction of the demand of the employer. When new graduates enter a job, they need to be retrained on the job. In addition, the skills of individuals have become inadequate for existing markets.

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Do you think there is a lack of STEM skills in Europe? If so, what are the main reasons for that? Add new ideas and vote! - brainstorming and voting | tricider

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Let's do some brainstorming and vote for the best ideas. What do you think?

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With Industry 4.0, cyber physical systems, artificial intelligence, sensors, robot technologies, the Internet of Objects, Big Data, cyber security and cloud computing will be the future.
With the passing of Industry 4.0, autonomous robots will take their place on the tape and companies will take great strides in areas such as productivity and quality. A production area where workers are not available means that the error rates in manufactured goods fall to very low levels. The production costs of an industrialized country doing the conversion of industry 4.0 will be lower than those of a country using workers.

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STEM skills and knowledge are interdisciplinary in nature, being based on the integration of the
formerly discrete disciplines of science, mathematics, engineering and technology. The aim of STEM skills is to enhance people’s competency in work and/or life and more generally respond to societal demands on technology.
STEM skills belong to the group of technical skills. They are a combination of the ability to produce scientific knowledge, supported by mathematical skills, in order to design and build (engineer) technological and scientific products or services.
STEM skills and knowledge cannot be directly measured by current discipline-specific classifications.

non-STEM professions:

Business/Corporate Communications

International Relations & National Security

Political Science & Government

Entrepreneurial Studies

Business Administration & Management

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Turkey proper working conditions for many professions, it offers a lot of alternatives. However, since it is in the occupations other than this, young and talented individuals who work in the country and who will support both their own career plans and their country will have to go abroad.
In short, for example, the working fields of scientists are not very developed in our country, so those who prefer this profession generally have to say "I will go abroad when the school is over", even if they are just beginners. In fact, this is also true for many other professions other than science just like this example.
Terms of the way there instead of staying in the country to go abroad in Turkey, although the country is so attractive to so many people make a career to go forward more quickly need to make improvements to work and new opportunities.

As many opportunities abroad have attracted the attention of especially young people, those who want a better life and a better life see it as the only way to go abroad. The biggest reason is that lack of adequate resources and facilities in Turkey. As such countries and resources are increasing in our countries, university graduates will evaluate career opportunities in the country instead of going abroad. However, this situation does not seem to take place very soon.

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Occupations of the future:
1. Memory Repair and Enhancement Specialist
2. Nano-Medical Expert
3. Organ Organizer / Designer
4. Cyber ​​Police, Cry Terrorist
5. Vertical Farmer (Vertical, for skyscraper farms)
6. Digital Garbage, Digital Garbage Assessment and Recycling Expert, Data cleaner
7. Climate Controller and Regulator
8. Avatar Manager or Hologram Associations Coordinator
9. Memory Cleaner / Refresh / Install / Filter Expert
10. Time Planner, Simseri, Commissioner (Broker)
11. Personal Brand Designer and Consultant
12. Child and EQ-IQ Designer
13. Emotion Designer
14. Epidemic Disease Supervisor
15. Robot Repairers, Robot Workers Agency
16. Internet Marketing Experts
17. Occupational Therapists
18. Sustainable Business Model Experts
19. Impact and Privacy Protectors
20. Health Quarantines
21. Biology and Geneticists
22. Simulation, game experts
23. Hologographers
24. Life Coaches
25. Dream Performers
26. Design Gurus
27. Energy and Resource Inspectors
28. Ecogenetical Farmers and Fishermen
29. Subcontractor-Fason Management
30. Change Management
31. Manager Management
32. Hot-Line Operation
33. Intelligent procurement management
34. Virtual Market Management
35. Robotic Issues Lawyer
36. Artificial Intelligence Marketing
37. 5 sense Advertising Design
38. Question Design
39. Emotion Designer
40. Gen Therapy
41. Genetic Economics
42. Information Mining
43. Alternative Food Eng.
44. Franken Food Inspection
45. Siber Technology Engineer

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Schools are taught disciplines such as science and mathematics separately. This prevents students from connecting to the whole, even though they see things easier to manage. As a solution, STEM trainings should be integrated in the schools with the cooperation of teachers and managers in the schools and students should be informed about the STEM career professions.

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Science Centers have an important place in non-formal education. Factors such as the limited availability of laboratory facilities, especially in schools, give clues as to why out-of-school learning is important in science centers. Thus, Science Centers play an important role in overcoming the obstacles to STEM education resulting from the lack of hardware in schools.

The best way to learn is to be able to look critical. This, in fact, is one of the answers to the question of STEM nedir and contains a critical approach. Mixed learning environments offer significant opportunities in terms of gaining critical thinking skills in teaching processes. Today's children and young people are very dominant in technology use, internet and social media. For this reason they are called "Digital Native". In this case, the importance of the place of technology in education is revealed.

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The logical consequence of automation's non-stop progression is that people's role in the world of work will change. Some jobs will get out of hand, new jobs will emerge and new skills will be needed. Some companies will work less and some will need more work. As companies begin adapting to the new situation, we will see that the human resource is reshaped according to needs. This change will have far-reaching effects on HR function and even the role of HR will need to be rethinked from beginning to end.

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I want to open an account at OPENSKIMR (http://openskimr.eu/) and register my skills. Students are here;
Openskimr is a lifelong traveling companion that directs talents throughout their careers in the STEM field.
Openskimr is an independent expert and platform for the talent community. The research consortium and the people of the industry can connect with young talent to develop the best possible matching system in the STEM region.
The Openskimr team develops a set of algorithms based on the dynamics of skill sets, matching and job suggestions and correct training.
Openskimr is based on the latest version of the European classification system ESCO (European Skills, Competences, Qualifications and Occupations) to ensure international compatibility.

Apart from that, StemAllince (http://www.stemalliance.eu/pgb2s_companies) would like to have students study STEM Role models from companies that inspire their career tomorrow.

The other sources (Turkish):

Getting to know the professions
http://www.eba.gov.tr/dokuman?icerik-id=51988858a7f4f72b84914bd3ea78ecd218a2e3a324014
https://ogrencikariyeri.com/haber/category/kariyer-2/meslek-tanitimlari
http://www.iskur.gov.tr/tr-tr/i%C5%9Fkurkariyer/meslekbilgibankas%C4%B1.aspx

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I liked most of the matching tools from  The entrepreneurial school (TES)  (http://www.tesguide.eu/tool-method/skills-strengths-quiz.htm).
TES is a tool that allows students to recognize their strengths and needs. Easy to use and understandable. Young people can find an answer to their unique quest here. The results are inspiring.

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STEM Careers induction materials & activities (Responses)

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STEM Careers induction materials & activities (Responses)

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Classroom methodologies to promote STEM skills:

Here are some aptitudes and proficiencies that seem to be valuable for the STEM teachers – or for any middle level teacher who wants to be cutting-edge.

1. Believe in your students. For your sake and the sake of your students, set high expectations for your students, challenge them to succeed, and believe that they will. Most students will perform at the level you expect, so trust them to make informed choices about their engineering challenges, come up with creative solutions, complete complex tasks, and work together smoothly to do so.

2. Transfer control of the learning process to the students. Develop new roles and rules that stress student responsibility. Check out this article for ideas on how to accomplish this. Then guide from the sidelines while keeping students on target with their direction and purpose. Aim at helping them become self-sufficient learners.

3. Foster curiosity. Learn the art of asking open-ended questions with plenty of possible answers. Pose problems rather than answers and send students on a search for solutions. Use discrepant events to intrigue students and draw them into the problem. This article suggests six strategies for piquing curiosity so that students engage in using critical thinking skills to solve problems.

4. Provide hands-on, experiential learning. Don’t be the old-fashioned sage on the stage if you want to stimulate 21st century learning. Learning through reflection and doing is compelling. When your students have their imagination piqued, give them opportunities to actually investigate multiple possible solutions to a problem, or to solve a mystery. Provide materials that teams of students can explore and manipulate.

5. Increase collaboration among students. Get comfortable with teamwork. Actively teach teamwork skills and work with students to heighten awareness of their team behaviors and ways of interacting in the class.

6. Accept failure – both yours and the students – as a necessary part of learning and growing. That is, accept failure that accompanies taking a risk and experimenting, knowing that they might not get it right. Everyone in the classroom should feel safe in taking risks. I tell students that we learn more from what we do wrong than from what we do right, and engineers learn from their mistakes. In fact, failure is a necessary part of learning.

7. Be an inspiring leader and role model for your students. Be positive and enthusiastic about what students are learning and how they are learning it. Be passionate in your teaching and your love of your subject area.

8. Accept some drawbacks. STEM education will improve student engagement, critical thinking skills, and workforce skills. But it may also play havoc with the lesson plan you wrote and make it more difficult to cover content benchmarks in a stepwise process. In the STEM classroom, you’ll need to be flexible and ready to make some quick shifts in your thinking. You may also need to be willing to deviate from your lesson plan, depending on the direction the students’ investigations and decisions take them.

9. Evolve and grow as a learner. One of the most important things you can do, as a STEM teacher, is to pay attention to the art of teaching. Develop your skills in facilitating (as opposed to dictating) so that students focus on learning how to think like engineers. Embrace digital tools and technology in the classroom with help from your students. (They will enjoy being in the role of teaching you!)

10. Learn in community. Work with your colleagues to study effective ways of teaching STEM lessons. Research shows that as you work with other teachers in Professional Learning Communities you can expect the following results:

• You will increase your engagement with STEM content and how to teach it.
• You will learn more STEM content.
• You will feel better prepared to teach STEM content.
• You will enhance your inquiry-oriented teaching methods.
• You will pay more attention to students’ reasoning and understanding.

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I use technology in the class. To improve digital skills in the class; Use digital tools and resources to accelerate and track your own professional development: reflect on your teaching, discover online conferences and sources of information, and share knowledge and best practice through a network of peers.

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Soft skills — things like communication, critical thinking, problem solving, and creativity — are largely considered STEM skills because they can be easily developed in STEM classrooms. Although students may not realize it, they’re learning soft skills like time management and critical thinking when they succeed at organizing an experiment or collaborating with their peers. What they might not understand is how to apply the soft skills they develop from STEM projects to other areas of life, like a job interview or internship.

Six soft skill:
1. Communication
2. Enthusiasm and Attitude
3. Teamwork
4. Networking
5. Problem Solving and Critical Thinking
6. Professionalism

Cultivating Soft Skills

1. Start by making students aware of what soft skills are in the first place.
2. Encourage students to take leadership positions in the classroom, broader school government, and out in the real world.
3. Show students that mistakes and setbacks are an important part of learning.