The Hands-On STEM Curriculum Design Promoting Science Learning and Career Self-Efficacy for Gifted Girls

Yu, Hsiao-Ping; Chen, Hongyi; Chen, Yu-Lim

doi:10.1145/3345120.3345135

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…The results of the present research validate previous findings in the international literature (Savitz et al , 2015; Orazaliyeva, 2019; Han, 2020), according to which the challenge of CoPs is to strengthen existing learning strategies and attitudes and not necessarily to create new ways of thinking or acting, which facilitates the students’ generation of tacit and emotional knowledge. CoP offers new experiences to students learning to express, combine and generate abstract concepts (Wei and Shuguo, 2019; Yu et al , 2019), facilitating the social, emotional and professional transformation of the IT employee required on the job market. Consequently, the main features of a university course become information, projection, development and delivery of learning experiences.…”

Section: Resultsmentioning

confidence: 99%

“…Such CoPs provided graduate IT students with the concrete experience to stimulate their thinking. They were taught to formulate, combine and generalize abstract concepts which would be better understood by testing the acquired knowledge in new situations and contexts (Wei and Shuguo, 2019; Yu, 2019). The workshops were organized in small groups of graduate IT students (up to 10) and repeated twice until the exam period.…”

Section: Methodsmentioning

confidence: 99%

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Community of practice: converting IT graduate students into specialists via professional knowledge sharing

Stanca

Dabija

Păcurar

2021

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Purpose The paper aims to highlight how an applied learning framework or “community of practice” (CoP) combined with a traditional theoretical course of study enables the identification of teaching-learning processes which facilitate knowledge transfer from practitioners to graduate information technology (IT) students for quicker integration in the labour market. Design/methodology/approach CoPs are identified based on cluster analysis according to Kolb’s Learning Style Inventory (1984), with data obtained through a survey. Empirical research is applied to the CoP developed within a non-formal learning framework, principal new actors being IT specialists linked to graduate IT students and teachers on a traditional university course. Graduate IT students can gain knowledge of the ideal employee and the social and emotional skills needed to integrate with the IT labour market. Findings The K-Means algorithm helps to identify clusters of graduate IT students displaying necessary knowledge acceptance behaviour to convert them into specialists. The results of the cluster analysis show different learning styles of the labour force, providing an overview of candidate selection methods and the knowledge, skills and attitudes expected by users. Research limitations/implications Although the research adds value to the existing literature on learning styles and the knowledge and core skills needed by IT specialists, it was limited to an emerging market. Originality/value The study provides a preliminary overview of graduate IT students’ attitudes from an emerging market to the re-engineering of academic learning contexts to facilitate professional knowledge transfer, converting them into IT practitioners and integrating them in the labour market of an emerging economy.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Community of practice: converting IT graduate students into specialists via professional knowledge sharing

Stanca

Dabija

Păcurar

2021

View full text Add to dashboard Cite

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Influence of career awareness on STEM career interests among foundation-year students in Mogadishu, Somalia

Abdi,

Mahdi,

Omar

et al. 2024

Front. Educ.

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This study investigates the influence of career awareness on STEM career interests among Foundation-year students in Mogadishu, Somalia. By examining self-efficacy, outcome expectations, and academic performance as mediating factors, the research provides new insights into the complex relationships that shape students’ aspirations in STEM fields. Data were collected through a survey of 321 students across four private and public universities and analyzed using Structural Equation Modeling in R-Programming to ensure rigorous evaluation of validity and reliability. The findings reveal that self-efficacy plays a pivotal role in motivating students to pursue STEM careers. At the same time, positive outcome expectations and academic achievements further reinforce their interest in STEM pathways. Although the direct relationship between STEM career awareness and career interests was not statistically significant, the results emphasize the importance of fostering self-belief among students. This study contributes to the understanding of the multifaceted factors influencing STEM career interests and offers practical strategies to enhance self-efficacy, positive outcome expectations, and academic excellence. These findings can inform the development of interventions aimed at inspiring and empowering students in their pursuit of STEM careers.

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The Hands-On STEM Curriculum Design Promoting Science Learning and Career Self-Efficacy for Gifted Girls

Cited by 2 publications

References 4 publications

Community of practice: converting IT graduate students into specialists via professional knowledge sharing

Community of practice: converting IT graduate students into specialists via professional knowledge sharing

Influence of career awareness on STEM career interests among foundation-year students in Mogadishu, Somalia

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