This course teaches small actions that teachers can implement in the classroom to motivate girls to study science without harming boys.

According to a recent UNESCO publication, Cracking the code: girls’ and women’s education in STEM, only 35% of all students enrolled in science, technology, engineering, mathematics and STEM-related fields are female. Today, only 28% of all of the world’s researchers are women.

For decades now women have been able to pursue higher education. So why have women remained a minority in STEM, especially in leadership positions?

Some studies have found a biological connection to explain this discrepancies, while others state that education and culture are the decisive factors.

In this course we analyse the status of women in science and education in order to find simple activities for Primary and Secondary school level that help balance this situation by making science more attractive for girls without disregarding the boys.

Furthermore, lowering the underachievement rate in mathematics and science is one of Europe 2020´s priorities.

Objectives:

  • Acquire active methodological tools that encourage the participation, cooperation and motivation of students
  • Stimulate the debate on gender equity
  • Know and analyze the various studies and research centered around gender in science
  • Identify the elements in education that may influence choice and self esteem in girls regarding STEM disciplines
  • Create a practical guide with the actions that teachers can implement in class
  • Show some methodological tools, group dynamics and attractive activities

Target audience:

Teachers from primary and secondary schools, teacher trainers, school leaders and professional workers that are interested in encouraging girls to pursue STEM careers.

For groups of 8 teachers or more, we adapt the course content, approach the specific needs of your educational center and offer personalized funding assistance.

Training activities:

Day 1

  • Course introduction
  • Group dynamic: Getting to know each other
  • Sharing and analyzing documents: Statistics on women in science
  • Group reflection and discussion: Gender equity, is it possible?
  • Group dynamic: Male and female scientists
  • Group experiment: The hidden history of the stars

Day 2

  • Group dynamic: Breaking the ice.
  • Sharing and analyzing documents: What elements influence girls´ choices?
  • Group reflection and discussion: Creating a guideline for exchanging best practices
  • Hands-on activity: Actual circumstances in the classroom
  • Group experiment: Bouncing cans

Day 3

  • Group dynamic: Energizer for fostering collective learning
  • Final activity: Squeezy robots.
  • Group discussion: The invisible female scientist
  • Open discussion on possible future collaborations and planning follow up activities
  • Summary of key learning points
  • Final course evaluation and feedback
  • Validation of learning outcomes and handling certificates
  • Cultural activity or guided visit (optional)

Methodology

The causes of women’s current status in science remain mostly unknown. In recent years different studies have shed some light on the issue. It is now time to start analyzing them in order to work together to identify the measures that we can implement to correct this situation. This is why in this course we encourage teachers to ponder and find their own creative solutions.

We will also provide some examples of simple activities and practices that can be implemented in Primary and Secondary school. Some of these activities will be carried out during the course, so participants will act as students and live the experience, in order to have a better understanding of the benefits and difficulties that they present.

Our standard methodology is based on active learning and it is highly participative and practical. We have a hands on approach that comprises group exercises, role plays, experiments, case studies and simulation exercises. We use collaborative learning techniques to foster the exchange of good practices and collective learning.

The pedagogical methods used in this training course are based on experiential learning, learning by doing and Inquiry Based Learning. Our focus is on showing the participants how the learners’ motivation increases when they become the actors of their own learning because the teacher takes the role of facilitator or learning guide. Thus, the participants get the chance to experience on themselves the benefits of the active learning methodology at the same time as learning how to apply it in their classroom.

Energizers, games and group dynamics are foreseen daily in order to ensure a positive energy and a cooperative learning climate in the group.

Group reflections and daily brief feedback sessions are planned to help adapting the learning programme to the specific needs of the participants.

We organize optional social and cultural activities in order to give the participants the opportunity to get to know the Canarian and Spanish culture as well as to do some professional networking and exchange good practices.

Certification and validation of learning outcomes

  • Certificates of attendance, including a description of the training content
  • Support with the Europass mobility certificates – to be issued by the applicant’s National Agency

Upon request, we also provide educational centers with additional documents that are required to certify the presence to the course and the competences learned. For example, we provide photos of the training course and a sum-up video that can be used for dissemination purposes.

Pre-register to our courses!

Write us some details about your project idea. How many participants do you want to send? What are the profiles of the teachers/staff interested in the course?