# data[].attributes.headline
Jeane de Fatima, Rio de Janeiro, Brasil 

# data[].attributes.subject
Jeane de Fatima, Rio de Janeiro, Brasil 

# data[].attributes.body
What will you be when you grow up?
A question that everyone does.
The school should seek to offer activities that can meet all the professions.
We do an activity on professions and many want to be astronauts.
I took a retro projector to simulate space, decorate the classroom and imagine.
The school is the means by which the child can have access to all the professions and try them in a playful way but arousing curiosities and interest in knowing a little more

# data[].attributes.body
I would choose help students see scientists as real people. I would watch videos and invite real scientists as guest speakers.

# data[].attributes.body
I try to involve my students in projects where they need to get in touch with institutions, universities, scientists and companies related to the research they are doing. Some examples:

https://100tifikosdelartico.wordpress.com/las-auroras-boreales/en-el-corazon-de-la-aurora/

https://theroombottom.wordpress.com/entrevistas/veronica-tricio-gomez/

https://2016space.wordpress.com/microentrevistas/carlos-briones/

At the end of each project, we carry out reflection and self-assessment activities.

# data[].attributes.body
We combine lessons in classroom and dialy work with visit of professionals, who expose their work, and allows students to carry out practical activities and inquiry-based learning in their research/job posts.

# data[].attributes.body
I use them in the end of my lesson about electricity because I thought tha in this way they were more motivated and it works, I´m satisfied.

# data[].attributes.body
I try to start from a real problem that they can understand and then look for tools and methods for a possible solution. Working in teams and comparing solution hypotheses.

# data[].attributes.body
In primary school I have a project about sciences. we have a lots of experiments and sciences fair.

# data[].attributes.body
I teach at secondary level. I usually introduce in my classes information about scientifics biographies and relevant questions that remain still open, waiting for a new scientifics generation to solve them. And I encourage them to participate in the challenge. For counselling we do specific activities including test to clarify interests, dialogues with former students giving information about the career they are studing, experts taking about their daily job... We usually do it in the last term of the course.

# data[].attributes.body
While teaching biography of a scientist, we should mention their flaws and failures before achieving something.

# data[].attributes.body
(https://padlet.com/vitorlousilva/cdm728q36ro9)
Help students see scientists as real people
Ask speakers from a variety of careers to talk to your students, to present their educational and career pathway. Invite also parents engaged in STEM fields to speak.
In these Workshops, students will be able to learn and exchange experiences directly with the invited experts / technicians.
Prior a workshop activity, I will make students reflect on the topics we will be learning about during the workshop.

# data[].attributes.body
I teach children ages 6 to 11, so every subject must be concrete and in order for them to understand. For this, mathematics, science, life science, speech, and narration must be intertwined. Combine everything I read with my real world and work and do careers together.
https://twitter.com/sumeyyagedik/status/862245888265248771

https://twitter.com/sumeyyagedik/status/845263540500004865

https://twitter.com/sumeyyagedik/status/834396822416322560

# data[].attributes.body
I think that organizing workshop and debates with experts is the best way to interest students and encourage them to be confident involving themselves. contests too and flipped classroom are excellent for students.

# data[].attributes.body
I usually introduce examples of the real life, and talk about some details of some biographies of related scientists. I would introduce a lecture guest whose speaker was capable to involve pupils in a competition game about their knowledge of this profession.

2.      I have some contacts in technical research and development centres, so I use to try to organise visits to these centres, there they will have a guide and some practical activities. In this case the difficulties are the distance and the transport, of course.

# data[].attributes.body
I think that bringing professionals into the classroom is a good idea, because in this way students can realize in which fields they can use their knowledge. I think also that in each school there should be a specialized teacher working as a career counselor and providing information to pupils and parents about possible study paths. Students could use ICT for career orientation using connecting links indicated in module 3.

# data[].attributes.body
I would use flipped classroom as a tool to make them interested and curious. The I combine the topic on flipped classroom to discuss it in a forum how can we create to make the topic useful. The we would go the perhaps a firm or a technical institute to get mor inspiration and the home again to create and evaluate.

# data[].attributes.body
invite real scientists from diversous disciplines to the classroom to open their minds and give a sense of career opportunities
project based learning

# data[].attributes.body
Incorporate both formal and informal activities and do not keep it as separate unità. I would combine it brinding professionals into the Classroom to approach students to scientista.

# data[].attributes.body
1. connect the dots to see Scientists as people like us.
2. A good idea is to choose interactive activities to communicate with the pupils.
3. Some interesting links:
http://www.educaciontrespuntocero.com

http://www.theflippedclassroom.es

http://www.sncrabatms.com

# data[].attributes.body
Connecting the dots: if we have a lesson about metals, it is necessary to show students what type of careers are related with these fields. Knowing the companies near the school that use metals. And if possible, visiting the company

# data[].attributes.body
Connect the dots - combine project-based learning and talk with the scientist from that field (it gives our pupils an insight and better connection and understanding of problems and inquiry of that field).

# data[].attributes.headline
Jose Molto, SpainIn my opinion, a good strategy would be connecting the dots because my class is electrical and electronics lab and the students appreciate a lot this help. Scratch for starting the programation concepts as a tool and combined with more relevant material related to electricity would be a great combination. 

# data[].attributes.subject
Jose Molto, SpainIn my opinion, a good strategy would be connecting the dots because my class is electrical and electronics lab and the students appreciate a lot this help. Scratch for starting the programation concepts as a tool and combined with more relevant material related to electricity would be a great combination. 

# data[].attributes.body
Helping students to see Scientists as real people watching videos,doing little experiments in real lives situations

# data[].attributes.body
I think all this strategies are very important. Connecting the dots makes to find real sense about all the information our students get and relat4ed to their real lives

# data[].attributes.body
My little students (primary school) are all scientist as real people. As a teacher I try to develop divergent thinking in the pupils, curiosity about everything around us and observation with the scientific method. I like to show them the wonderful world of a scientist, laboratories, experiments, to suppose and demonstrate them.

# data[].attributes.body
Help students see scientists as real people. I'd invite a scientist to talk to my students. Also i' d arange a visit in a company or a laboratory to help students undeerstand a scientist's job and take important information.

# data[].attributes.body
As a physics and chemistry teacher.
I always speak with students about science implementation in our everyday life, to explain how is important to study STEM also we visit Science Fair at University.

# data[].attributes.body
Help students see scientists as real people.
A software engineer did a presentation about his career to my students.

# data[].attributes.body
Taking time for several years to think and reflect about the topic.

# data[].attributes.body
Help students see scientists as real people!!!
I think this is really important. I teach at a hotel school and I always tell my students that they must have great ambitions, they have to look far away. They can be chefs, waiters or work in hotel reception, but they can do it great!

# data[].attributes.body
I think that connect the dots is very important. Making connections to the real-life use of subjects. If posible visiting work places or interviewing STEM proffesionals. If not watching videos or playing real life situations.

# data[].attributes.body
I'd try to arrange a meeting with a scientist so that the students can ask questions to him/her after a briev introduction.
One of my colleagues did it using skype and her pupils felt very motivated.

# data[].attributes.body
to give a right way to the students to get the best choice is important to combine the possibilities of watching videos, brochures and knowing directly experiences. I think it would be great to give them a sort of diary with the same questions that should be answered at the end of each school year about their interests, opinions, career orientation to have a complete view of their growing up in education and to be sure about their future choices.

# data[].attributes.body
1,Connect the dots - organising the trips to Science Centres.
2.Help students to see scientist as real people - organising the meetings with the scientists.

# data[].attributes.body
"Help students see scientists as real people": for this purpose it is useful bring professionals into the classroom, that could be family members of the students

# data[].attributes.body
Incorporating formal and informal strategy is something that draw my attention the most. It is very stimulating for me as a teacher to find different way to bring career awareness all the time during my teaching on regular classes or extra curriculum activities

# data[].attributes.body
"Connecting Dots": Through collective conversations try to highlight connections with experience is the real life of students to give examples of how it connects to the work of scientists.

# data[].attributes.body
The teaching strategy “Connect the Dots” may be very effective because educator had to show a path to the student.

# data[].attributes.body
The teaching strategy is connecting the dots. I teach very young students but I always try to connect anything we study with our real world, and so I do with jobs and careers.

# data[].attributes.body
Formal and informal approache and connect the dots are the strategies I would use in my primary classes. Working with projects let me introduce new concepts, adjust them and be flexible.

# data[].attributes.body
Incorporate both formal and informal approaches. Bringing both professional and or parents who are involved in STEM careers make the pupil approach to this people as real people. Theay can aske them about everything, and they can feel this jobs as something familiar.

# data[].attributes.body
Strategy: Formal and informal approaches, then you can create 2 steps in learning. In the first you can explain what we have and in the second they can investigate and experiment.
Tool: We use Google Slides to colaborate and present their jobs.

# data[].attributes.body
My teaching strategi is "connect the dots". I am experimenting with students. So they learn how scientific information is used in real life.

# data[].attributes.body
Incorporate both formal and informal approaches: Every lesson you could bring everything around to what an actual STEM professional does in this area in the real world

# data[].attributes.body
I think "help students see scientists as real people" is the most interesting for my pupils: they are curious and they like stories (telling scientists' life like a story could be a good idea).

# data[].attributes.body
There are 2 strategies that from my point of view are very useful, Help students see scientists as real people and Connect the dots.

# data[].attributes.body
I think an integrated approach of the four strategies is a winning methodological choice because a strategy does not rule out the other.

STEM careers need to built through different preparation processes.

# data[].attributes.body
I use to be talking about new careers which will improve our society. I like to make the students feel they will be part of the changes ahead. I encourage them to be prepared because Technology is changing so fast and they will be the main characters in this change.

# data[].attributes.body
I think that the strategy, connect the dots can be very useful. As a science teacher, I can combine it in almost every lesson, for example, in the laboratory we can relate what we are doing in that lesson with STEM career information.

# data[].attributes.body
As a Primary teacher I find of grat importance the beginning of use of STEM skills, although it may be difficult for our students above all, depending on their age. But with very adapted and simple activities, which will become more complex we can do this task; for instance I find 'Connect the dots' is the strategy I find easier to adapt to my students, it could be a good starting point.

# data[].attributes.body
The strategy that I use in to let students in group co-find, co-negotiate, co-decite, co-present, co-evaluate
The tools that I use are the WIKI of the class, and padlet for personal learning diary, group learning diary, and brainstorming of all new ideas and suggestions. Blended learning and collaborative learning are the keys ..enter in my STEM class

# data[].attributes.body
I teach in a Primary school and I think starting STEM in early years would help to challenge the current belief among schoolchildren
that  these subject are difficult. We could use STEM activities on real life issues problems. Jump into the Maker Movement could be very fun.

# data[].attributes.body
Quarterly survey of occupational identification. Activities in the school that will help the students to identify themselves. For example, they are expected to identify a problem and work on a solution to the problem.

# data[].attributes.body
I think the strategy "Connect the dots" is very important.
In my school I'm not working with this but I would like to do it.

# data[].attributes.body
I consider that bringing proffesionals to the classroom it is very useful because our students can see scientists as real people. The y can ask them questions about their way of life, timetables,hobbies,etc

# data[].attributes.body
I'd like to try to help students see scientists as real people through interviews or seeing short videos recorded by some STEM workers and their families, especially little children who can have and therefore give  quite a naive idea of their parent's job. Then I'd have the students try some of the available quizzes about STEM careers in order to make them see that such a future can be their own.
http://www.stemjobs.com/stem-type-quiz-main/
http://www.purdue.edu/STEM/

http://stemstudy.com/stem-program-quiz/

# data[].attributes.body
'Connect the dots' strategy can be very effective.
I like to organise career orientation visits for students at various workplaces so that the students can connect what they learn in the classroom to real-life workplace situations.

# data[].attributes.body
I think all strategies are good and have to be used as much as possible. This year I have gone with my students to visit some of the local industries also we do some practices but we have to follow working.

# data[].attributes.body
I think it's always really useful for students to get in touch directly with people working on the particular field they are studying, so in my opinión it's very useful to have experts coming to school so students can talk directly to them. That way, students can connect the dots and see scientists as real people at the same time. The same goals can be achieved through a school trip.

# data[].attributes.body
I always try to connect job market with classroom work, in this way students can see STEM applications in his life and connect the dots his studies. Moreover I take the pupils to visite industries and factories close to the city. I would like to invite specialists in different professional occupations, but it there isn't enough time.

# data[].attributes.body
I give to students many tasks that relate to real problems, to be done through experience or laboratories, to incorporate reflection

# data[].attributes.body
Here are my approaches:
1 Help students to connect the dot.
2. Try to encourage them to imagin new solutions, not only by inventiosn, but doing normal activities.
3. i always suy them that the term Engineer menas in fact usin your engine (brain) and that´s why i let them use Arduino, design and building machines or repairing, recucling old objects, toys, etc.

# data[].attributes.body
1. Incorporate both formal and informal approaches (and also Connect the dots).

2. I try to combine formal activities related with the official curricula and also interpolate in them aspects related with STEM skills, whic are, in my oppinion, essential for a complete and profitable education. For example, as Phisics and Chemistry teacher, I want my students to develope projects in which they relate aspects of the real life (for example, take all the data and measurements of a metheorological station we have installed in the high school) and use the data to learn how to use tools like Excel (R), present and explain the data in a public forum we do during the Science Week, etc.

# data[].attributes.body
Connects the Dot.   When talk about Big Data, in addition to how big data is changing the way we live, I will also touch base on what skill sets are necessary to be a big data engineer.

I use Makey Makey, littleBits, Ozobot Bit, Circuit Scribe, micro:bit, Arduino for the class to have fun.

# data[].attributes.body
1. Help students connect the doots and see scientist as people.
2. I use to let them explain which are their dreams or their magical objects and what they have to study to build it.
3.http://www.theflippedclassroom.es/recursos-educativos/

# data[].attributes.body
To help students get a view of scientists as human beings, I am inclined to use robotics. In his definition of the life of a scientist, who is prepared for a STEM race, the following link refers to 15 tools that a teacher needs:
http://www.educaciontrespuntocero.com/novedades2/juguetes-tecnologicos-que-nos-gustaria-tener-en-clase-y-en-casa/32204.html

# data[].attributes.body
I have implemented a project in my class about planting trees.So,i think i helped students to see scientists as real people but also conect the dots.

# data[].attributes.body
1. Help students see scientists as real people but also, connect the dots.
2. After beginning the academic year, I always ask the pupils to introduce themselves and to let me know which are their  favorite subjects, I ask them too if they like the technology (the subject that I teach) and what they considered as their strong skills.
Depending on their  answers, during the following months I try to provided concrete information, for example, if several pupils are interested in motoring, I project some documentary or suggest them to carry out projects related with this area.
In advanced levels, before the vocational training or the university, I reserve classes to analize with my students the STEM careers, what is learned in each of them and the work oppotunities they offer..

# data[].attributes.body
The children in school love experimenting they are happy as scientists, making mixtures of products for them. The science classes must be made manipulative so in future the students can imagine that someday they could be scientists. I think in this form we can help students see scientists as real people, Final del formulario

# data[].attributes.body
I have tried second and third strategies, although I think all of them are important. I'm finishing my Ph.D while working as a Biology Secondary teacher. I have implemented a game in the class in which everybody can become a Group leader or Professor. I have introduced some of my friends that have finished their Ph.D and my students are eager to be like them and ask me what I am doing with them while I could be having so much fun ;) In every activity I plan for class, they have to apply the scientific method and as far as as I see it, they will be asking the right questions.

# data[].attributes.body
I think it is important to help students see scientists as real people. Therefore I will bring real professionals into the classroom, giving details on their daily life and have students work in presentations about the most famous STEM career professionals.

# data[].attributes.body
I think that is essential that students see scientists as real people so it´s very important to organise activities that deal with their daily life, for instance: lectures, visits to local and regional industries...

# data[].attributes.body
In my humble opinion all are good strategies depends on when the teacher and when you want to apply each of them. in my case I've chosen a mixture between the third and the fourth adapted to my subjects: Chemistry and Physics. the main aim is to prepare scenarios to integrate different science jobs making a power point presentation or making an experiment or building a model about the job that the students have chosen. Its worth highlighting that they always will work in three or four people group. Depending on the chosen jobs, the teacher will take someone to the classroom or the students will visit the companies (as far as possible) to carry out the work they have chosen. So that the scientists themselves solve their doubts, this way the students will see that the scientists are flesh and blood.

# data[].attributes.headline
I think it is fundamental that students see the connection between their studies and real life, through visits to companies or talks of people who work in them. Raquel

# data[].attributes.subject
I think it is fundamental that students see the connection between their studies and real life, through visits to companies or talks of people who work in them. Raquel

# data[].attributes.body
Marri

# data[].attributes.body
In the center where I work today are organized talks of students of different classes and takes the students to know the different universities in the area, so that they have a more real image of scientific studies.
In addition, during my lessons, I try to relate everything that we study with their daily life, so that they see science as something close to their day to day.

# data[].attributes.body
In my opinion, all the strategies outlined above are important and should always be integrated.

That I consider to be absolutely significant is embed reflection because without it the information would be learned mnemonic but not really understood therefore could easily be forgotten.

So I always suggest stimulating questions for example in a lab for each group a series of rocks and ask to describe their appearance, color, mass, shape, crystal presence ... then I ask them to search using trusted sites or textbooks to compare their descriptions with what they can find from other sources.

The teacher intervenes as facilitator by setting a webquest.

# data[].attributes.body
In my centre, we take the students to visit local industries but we have never brought any professional for give a talk about his work , It would be interesting...

# data[].attributes.body
It is important that students see scientists as real people. So I would bring some professionals into class. Previously I would ask the children how they imagine the life of this person and I would ask them to prepare an interview about his real life and job. I would ask the professional to explain how much has been important for his work, what he has learnt at school.
After the visit I would talk with pupils and discover if their expectations have been satisfied.

# data[].attributes.body
As a physics teacher I always speak with students about  science implementation in our everyday life,  to explain how is important to study STEM, also we visit Science Fair at Univerity where they can meet scientist and talk with them.

# data[].attributes.body
All of the strategies are interesting, but I would choose the first one: incorporate both formal and unformal approaches, constantly bring career awareness in your activities and do not keep it as a separate unit. In fact, I try to look for real examples of what we are studying linking it with careers or professionals. For example, when we study trigonometry, I explain how topographers use it in their job.

# data[].attributes.body
Help students see scientists as real people: in order to do this I'd like to organize a lesson in which student's parents talk about their career related to stem professions. A sort of "STEM professionals go back to school" , family size!

# data[].attributes.body
As a chemistry teacher, I use many ways to connect chemistry with jobs that students can later perform. Most often these are educational films, videos, presentations ... Sometimes pupils acting that scientists, doctors, pharmacists, technicians ...

# data[].attributes.body
I teach marketing in the high school. I do research with students where I teach them how to prepare a research and create an inform with the information they have collected.

They made a presentation with details, images in class in power point or prezzi and the classmate ask questions that have to be answered by the group. The objective is to empower students to see for themselves how scientific,

# data[].attributes.body
I think that all these four teaching strategies are useful so it is important use a combined approach.Before I started my job as a teacher I was a PhD student so I usually teach them some science topic performing laboratory experiments, such as DNA extraction, prepare slides with cells of the buccal epithelium and onion cells, microscopic observation animal and plant cells, observe the phenomenon of osmosis using potato, sugar and salt, etc. My students must take note during the experiments, elaborate the results and write a laboratory report. I think that in this way they learn thinking as real scientist.

# data[].attributes.body
I would go with the first of the tools; incorporate formal and informal approaches to class. I think that one of the best ways to make students realize about their careers is to contact with people who are already professionals. These professionals should come to class with a presentation prepared in which they deal with the following topics;
1. What have they study
2. What are they good at
3. What do they do in their daily job. How is it to work? What do they do- they should be as ananlytical as possible.,
4. what people do they think are needed in their enterprise and why.
5. What skills are needed to become a proffesional in the area.

These presentations should occur all two years long before university; indeed, I would also introduce a kind of protfolio where the school or the school orientator kept all the files and decissions of the student. The orientator should have different interiews at least three per year, in which he or she talks with the student about their marks, talents or his or her "savoir-faire" and of course the new job or the real job possibilities in the market. The school orientator would be a key figure always investigating about the future jobs and how to best incorporate his students to the job market co-desingning with the student their academic and professional career.

# data[].attributes.body
I think that help student see scientists as real people. In the past, I was a resercher and I usually tell them my past experiences. They are very curious and I often combine lesson with the integration of experiments (for example: DNA extraction, cells observations). After observations and elaborations of results, students have to connect the dots discussing and thinking as real scientists.

# data[].attributes.body
I would like to describe an activety what I have done in my math class. I do research with students near their home, I teach them how to conduct a research and how to use tools(Excel, Word) to create statistical results with the collected information.  My students did a presentation of their work using the PowerPoint application, during which I asked them affective questions about their work (like: how did you d this, how did you collect this information etc.). Their presentation contained characters, hoos from their work, videos and everyone in the class could ask questions that are answered by the roup that presented the results. Then as I reflected one their work, asked them:

1.       What were they doing during this project?

2.       How did they feel during the project?

3.       What have they learned?

4.       How will they use in practice the things they have learned?

# data[].attributes.body
In my opinion the four strategies are all useful, so a combined approach should be the best. In primary school it's too soon to think about a job carrier, nevertherless, I'm sure that think about new information and express embed reflections is really important to fix concepts and obtain a deeper understanding.

# data[].attributes.body
1. Help students see scientists as real people
2. Interviews of scientists
3. During the unit about  atom structure my book present interviews of italian scientist at CERN, The students read the interviews and deepened that particular profession

# data[].attributes.body
I believe that all the above strategies are important, however they must adapt to the level of education that we have. In my case, as I teach different levels of education, I try to guide my classes to the same level. For example, in professional education, in addition to all the contextualisation we make of subjects to practical life, we do our best to present the market to students. This year, in addition to a fair of employability Fair Trade - Education, Training, Youth and Employment Fair at EXPONOR, I also went with the students to an International Trade Fair for Machinery, Equipment and Services for Industry (EMAF) - EXPONOR

# data[].attributes.body
I am used to having  professionals in our  school. My school is based on projects and everyday life is integrated into the syllabus.
I think that I would continue this approach by
1. inviting more people who would share their experience with my students
2. by using skype and modern tools to have interview with them too
I would  start this when students are in the first years ( aged 15-16 in secondary school) and  they could use English
They might share their first impresssions in some learning diaries or in videos for DIGITAL STORIES or websites .

# data[].attributes.body
1.
I would choose two or more strategies. Depending on each class.
(Childrens of primary firsth and second)
2.
I choose activities about programation in scrach.

3. Write in the Padlet below how you would combine these two in a lesson (add also any relevant links, information, etc.)
I think that  I could combine in class with a good programming  including bee-bot, and scrachJr.

# data[].attributes.body
I think the best strategies to approach STEM career to my students (they are studing in a Professional Center, Grades related with Food Industry), are to receive professionals into school or visit industries with the students. So I organize  technicals visits to differents industries in order the students know what they can do o work in the future when they finish their studies. Then they can do a review of the activity and we can look for information in the internet (reference book  of Professional Formation medium and upper) to know the paths to reach STEM career

# data[].attributes.body
I think that strategies 2 and 3 should be merged to help students understand that the career of a scientist is not only possible for a few, but anyone can take it, to produce something positive for themselves and for society. But it is necessary that he has continual feedback in reality and with the help of the teacher can understand what he learns.

# data[].attributes.body
I think that it is essential to help students see scientists as real people, so I would try to visit some of them with my group and show my students that scientists can also have a normal life.