• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.171-192
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• 2012

This study examined the aspects in elementary school students' career interest and career awareness by gender, age, and multi-cultural families/general families. The subjects were 341 elementary school students from multi-cultural families and general families. The results were as follows. First, there were significant differences in investigative, artistic, and social interests by gender. The children from multi-cultural families and general families showed no significant differences in career interest. Second, the children from general families had higher scores than those from multi-cultural families in self-awareness, occupational exploration, career attitude, and career awareness. And the girls had higher scores than boys in self-awareness, occupational exploration, and career awareness. Third, there were meaningful differences in career interest and career awareness by age. The younger children had higher scores in career interest and lower scores in career awareness. Fourth, the career interests had significant correlations with career awareness in both groups. And there were stronger correlations in general children. Fifth, the regression analyses showed that career interests had significant effects on career awareness in both groups, and there were higher effects in general children. The artistic interests in multi-cultural children and the social interest in general children had significant effects on career awareness. And the effect of multi-cultural families/general families was noticeable in occupational exploration, career attitude, and career awareness. The implication for multi-cultural career education and counseling practice are discussed based on the result of the present study.

• 대한공업교육학회지
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• v.39 no.2
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• pp.58-80
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• 2014

The purpose of this study was to analyze career cognition, key competency, vocational values of university students and junior college students. The study was carried out through questionnaire survey method. The population sample for the study constituted 368 completed questionnaires from sample of 373 freshmen-women of university and students. A survey questionnaire consisted of career cognition items, key competency scale, vocational values scale, and personal characteristics items. The construct validity of key competency scale and vocational values scale were confirmed by factor analysis with varimax rotation. Both descriptive and inferential statistics were employed for data analysis. Major findings of this study were as follows: First, university students and junior college students most wanted to get a job after graduate. Many students decided their career at high school days. Many students were not prepared for their career after graduate. They recognized that major curriculum of university and junior college was very helpful to prepare their career. And many students discussed with their parents about their career. Second, key competency of them was moderately high. In the items of key competencies, 'communication and following' was the highest. And key competency of university students was better than that of junior college students. Key competency of male students was better than that of female students. Third, vocational values of them were high. In the items of vocational values, 'occupational stability' was the highest, and 'work in freedom and challenge' was the lowest. 'Occupational stability' and 'work in freedom and challenge' of junior college students was higher than that of university students. And 'occupational stability' of female students was higher than that of male students.

• The Journal of the Korea Contents Association
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• v.19 no.12
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• pp.259-269
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• 2019

This study examined the acculturation strategies of immigrant women and the relationship in adolescents' career development. The data were from 2016 Multicultural Adolescents Panel Study, 1,248 cases. The highest rate was the assimilation followed by integration, separation and marginalization among immigrant women' acculturation strategies. The parenting efficacy, behaviors for career development and parents' support were related with acculturation strategies. The adolescents' career attitudes and perceived career barriers were also related with the acculturation strategies of immigrant mothers. As compared other strategies, assimilation strategy had positive relationships with parenting efficacy, behaviors for career development, parents' support, adolescents' career attitudes and perceived career barriers. This study provided some implications for immigrant families with adolescents.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2023.11a
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• pp.208-210
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• 2023

여성해사인의 직업 관련 인식 조사 및 다각화를 위해 M해양대학교 해사대학에 재학 중인 여학생의 승선 및 진로에 대한 설문조사를 실시하였다. 설문 결과를 분석하여 여성해사인의 진로 및 취업에 대한 인식을 파악하고 이를 토대로 학부 교육과정, 학교 취업 프로그램, 학교 생활 규정 분야에서 진로 다각화를 위한 방안 및 시사점을 제언하였다.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.187-209
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• 2016

This study reviewed the current state of career education programs, especially for giftd students in humanities and social science, in the public education system of South Korea, and investigated how those gifted students perceive on career education programs for them. Gifted students and their career education teachers were surveyed, and related documents were also widely collected and analyzed. The results showed that (1) 56% of gifted students in mamanities and social science wanted to pursue careers related to language abilities, and that (2) gifted students in humanities and social science find less opportunities, compared to gifted students in math and science, to participate in career education programs related to their talent areas. These findings are expected to be considered when career education programs are designed and implimented for gifted students in the areas of humanities and social science.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.613-624
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• 2014

The aim of this study is to explore why Korean 4th graders' interest in science was not connected to career aspirations in science using the perspective of science identity. Forty-five students with a high interest in science but with low science-related aspirations have been chosen from 488 elementary school students who have completed a questionnaire exploring students' interest and career aspirations in science. Among them, 19 who have received parental permission participated in in-depth interviews examining students' science identities (interest, competence, and recognition by others in science) and their experiences and perceptions of science-related activities. The results showed that most students have limited or situational interest in science, a gap between the perception of their competence in science and their competence for a science-related career, and negative recognition by others in science. Also, participants' science identities and low aspirations for a science-related career constrained their attention and participation in science-related activities. Students' negative science identities and low aspirations for science-related careers were based on the high standards of science-related careers. It seems that these erroneous perceptions and expectations led them to differentiate themselves from students pursuing science-related careers, as well as to perceive that their interest, competence, and recognition by others in science were not enough to pursue a science-related career. This study has implications for understanding the current condition of young students with low aspirations for science careers and exploring desirable objectives and strategies to promote activities to raise their aspirations for science-related careers.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.167-178
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• 2024

In this study, we investigated the perceptions of science-related careers and career education among middle school science teachers. Sixty-four science teachers experienced in teaching unit 7 in the first year of middle school participated. The results of the study revealed that not only careers in science but also careers with science were found to be quite high when teachers were asked to provide examples of science-related careers. Jobs related to research/engineering, which are careers in science, comprised the highest proportion of teachers' answers, followed by jobs related to education/law/social welfare/police/firefighting/military, and health/medical, which are careers with science. However, the proportion of jobs mentioned related to installation/maintenance/production was extremely low. The skills required for science-related careers were mainly perceived to consist of tools for working and ways of working. The number of skills classified under living in the world was perceived to be extremely low across most careers, irrespective of career type. Most teachers only taught unit 7 for two to four sessions and devoted little time to science-related career education, even in general science classes. In the free semester system, a significant number of teachers responded that they provide science-related career education for more than 8 hours. Teachers mainly utilize lecture, discussion/debate, and self-study activities. Meanwhile, in the free semester system, the resource-based learning method was utilized at a high proportion compared to other class situations. Teachers generally made much use of media materials, with the use of textbooks and teacher guides found to be lower than expected. There were also cases of using materials supported by science museums or the Ministry of Education. Teachers preferred to implementing student-centered classes and utilizing various teaching and learning methods. Based on the above research results, discussions were proposed to improve teachers' perceptions of science-related careers and career education.

• Journal of Creative Information Culture
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• v.7 no.4
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• pp.225-234
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• 2021

Training SW talent can have a positive impact on social development by increasing the competitiveness of our society in the era of The 4th Industrial Revolution. In order to train SW talent, this study analyzed 436 students in 1st, 2nd, and 3rd grade at B High School in S-si, Gyeonggi-do, how SW education is perceived by students, and how the timing of SW education affects students' SW-related career orientation. This study shows that the expansion of SW education in public education was necessary and groups which got an SW education since elementary school have higher career orientation related to SW than other groups. As a result, it could be inferred that getting SW education at an early stage had a positive impact on students' career orientation. Studies will be needed to analyze how SW education in the early stages works specifically on SW-related career orientation.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.437-438
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• 2021

본 논문에서는 SW중심사회로 나아감에 따라 SW와 관련된 진로에 대한 지향도를 높이기 위해 디지컬 테크놀로지를 활용한 직업 체험의 효과성을 검증하고 시사점을 도출해낸다. 다양한 직업인이 되어 인공지능, 사물인터넷, 빅데이터, 3D모델링, 가상현실 등 디지털 테크놀로지를 활용한 직업 체험을 경험한 학생들은 향상된 SW진로 지향도를 보인다. SW진로에 대한 선호도, SW교육에 대한 선호도, SW진로교육에 대한 필요성 인식, SW진로에 대한 정보제공의 필요성 인식이 모두 증가하였고, 이처럼 SW진로지향도를 높이기 위해서는 직업과 연계한 디지컬 테크놀로지 교육이 활발히 이뤄져야 한다.

• Journal of Gifted/Talented Education
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• v.25 no.5
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• pp.673-696
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• 2015

Students' perception of science-related career strongly influences the formation of career motivation in science. Especially, the high level of science gifted students' positive perceptions plays an important role in allowing them to continue to study science. This study compared perceptions of science-related career between general and gifted middle school students using semantic network analysis. To ensure this end, we first structuralize semantic networks of science-related careers that students perceived. Then, we identified the characters of networks that two different student groups showed based on the structure matrix indices of semantic network analysis. The findings illustrated that the number of science-related careers shown in science gifted students' answer is more than in general students' answer. In addition, the science gifted students perceived more diverse science-related careers than general students. Second, scientific career such as natural scientists and professors were shown in the core of science gifted students' perception network whereas non-research oriented careers such as science teachers and doctors were shown in the core of general students' perception network. In this study, we identified the science gifted students' perceptions of science-related career was significantly different from the general students'. The findings of current study can be used for the science teachers to advise science gifted students on science-related careers.