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Hi Everyone,
I live in Seferihisar,İzmir which is located in the west part of Turkey.My students are aged 11-15.I've been teaching English for 13 years.I'm always interested in taking part in the projects especially Eramus +.We've conducted some Comeniusand Erasmus + projects.I'm also a bit new in e-twinning.I used to take part in smal projects however this year I've decided to create different ones..I hope we will enjoy a lot during the project term.Thanks for your collaboration.

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(Cohen & Patterson, 2012), based on a review of existing literature, the author outlines four cognitive-behaviour dimensions as the pillars of career development:

1. Awareness (students are aware and know the variety of STEM careers available)

2. Relevance (they see the connection between the subject they are studying and day-to-day life)

3. Engagement (students show direct interest and motivation to interact with the subject matter)

4. Self-efficacy (students are comfortable with using tools of science)

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The report also goes on to outline four teaching strategies, which foster STEM careers awareness, derived from a series of interviews with science teachers:

1. Incorporate both formal and informal approaches: Constantly bring career awareness in your activities and do not keep it as a separate unit.

2. Help students see scientists as real people: Students may have difficulty imagining themselves as scientists because they cannot see that scientists have a normal life, just like them. They have hobbies, families and various interests.

3. Connect the dots: It is not enough to just expose students to career information, the teacher also has to directly connect career information with whatever the student is learning at that moment. This can refer to making clear connections to the real-life use of subjects, to giving examples of how it connects to jobs of scientists. The student will not be always capable of making these connections themselves, and you will have to do that for him.

4. Embed reflection: To make sure that information sticks with students, and to drive a deeper understanding. Otherwise, a lot of the information can be lost over time if reflection is not used to “glue” it.

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Challenges and solutions to infusing career information into the science classroom”, from the report presented in this section (1.3)

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Challenges and solutions to infusing career information into the science classroom”, from the report presented in this section (1.3)

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The information above is really useful and easy to adapt to the classes.Most students don't have aims or imagibations for their future.For instance ,being a scientist seems them so far-reachable aim.To make students belive and trust themselves with clear explanation of career counsiling will be relevant  activity for our school.We have really  alot of intelligent and creative students whom we must discover and motivate them into that department coherent to their likes and abilities.

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STEM Professions and what teachers must do for them

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STEM Professions and what teachers must do for them

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“We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.” Klaus Schwab, Founder and Executive Chairman, World Economic Forum

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 The Fourth Industrial Revolution: What It Means, How to Respond

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 The Fourth Industrial Revolution: What It Means, How to Respond

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The Fourth Industrial Revolution  | Full Version (Subtitled)