Implementing Career Education in Chemistry Based on Social Cognitive Career Theory: Water Quality Inspectors
WEN Yang1, HU Wei-Na2, LIU Wei-Dong1,3, ZHU Li-Ying1**
1. College of Education, Zhejiang Normal University, Jinhua 321004, China; 2. Cixi High School, Cixi 315300, China; 3. College of Chemistry and Materials Science, Zhejiang Normal University, Jinhua 321004, China
Abstract Based on social cognitive career theory and using the “water quality inspectors” as a case, the study establishes four stages: initial acquaintance with water quality inspectors, hands-on participation in water quality inspection, re-improvement of chemical vocational ability, and career linkage for water quality inspectors. These stages collectively guide students to engage in testing the ammonia nitrogen content in domestic drinking water, establish preliminary vocational concepts, enhance career self-efficacy, and promote career planning. This research provides insights for integrating career education into high school chemistry classrooms.
WEN Yang, HU Wei-Na, LIU Wei-Dong, ZHU Li-Ying. Implementing Career Education in Chemistry Based on Social Cognitive Career Theory: Water Quality Inspectors[J]. Chinese Journal of Chemical Education, 2025, 46(23): 69-76.
