EN-Learning scenario

LEARNING SCENARIO - GENDER PERSPECTIVE in STEM

Objectives

Extension/Accompanying activity

Introduction

Evluation and reflection

Exploration/Practical activities

Principal considerations

Methodology

Discussions

Learning resources

Reinforcing concepts

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- STEM content objectives: Define the main concepts or competences that students should acquire. - Equity objectives: Include specific objectives to challenge gender bias or promote inclusion, for example, promoting female role models in STEM or encouraging collaboration between all genders.

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- Use interactive methods such as a game, a quiz or a brainstorming session for the whole class to reinforce key concepts. - Include trivia or examples featuring different players in the field. Example: "Did you know that programming pioneer Ada Lovelace was the first to conceptualise algorithms for computers?"

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- Inclusive language: Use gender-neutral terms such as "scientists" instead of "he/she".- Gender representation: Ensure that visuals, case studies and stories present diverse gender identities and avoid reinforcing stereotypes. - Active encouragement: Teachers should actively encourage underrepresented groups to take on leadership roles or explore STEM interests.

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- Videos- Manuals - Books - Internet - Games etc.

Got an idea? - Reflect on participation: Facilitate discussions about the group dynamic and ensure that all voices have been heard. Example: "How did everyone contribute to the project? Were there any difficulties in working as a team?" - Link to gender perspective: Discuss how different perspectives (for example, those of women, men and non-binary people) are valuable in solving STEM challenges. Example: "Why is it important to have diverse voices in engineering and science?"

Got an idea?- Involve the students: Start with a question, a scenario or a short video that piques students' interest. - Example: Show a short story or image of a diverse STEM professional solving a real-world problem. - Highlight diversity: Present role models from different genders and cultural backgrounds who have contributed to the topic.

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- Project-based learning- Inquiry/research-based learning - Nature-based learning - Experience-based learning - Outdoor learning etc.

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- Collaborative work: Organise students into diverse groups to ensure that all genders collaborate and contribute equally. Assign rotating roles (e.g. leader, note-taker, presenter) to avoid assigning roles based on gender.- Relevance to the real world: Use examples or projects that highlight STEM applications that are gender inclusive. Example: Design a technology or experience that responds to a social need, such as healthcare for underprivileged populations. - Accessible materials: Ensure that tools and materials are inclusive and accessible to all students.

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- Include self-assessment questions that ask students about their experiences and prejudices.For example: "What have you learnt about the impact of gender diversity in STEM fields?"

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- Assign a project or homework that allows students to further explore the various STEM contributions.For example: Research a STEM professional from a different gender or background and present their achievements in class.