Project SummaryThe ScienceGirls project aims to contribute to the Science Learning Innovation Agenda through practical experimentation in secondary school, and guided by Commission recommendation, and by guidelines from leading science learning research communities. The project aims to impact on science learning in schools by re-defining its appeal to the young generations.
Synthesizing leading research, it is clear that most girls do not feel comfortable with science education and the values and personal identities linked to science and science jobs. The problem is not a lack of intellectual capacity but it is linked to their identity level.
The teenage years are precisely the most important time in life for creating identity and personality, including gender identity. Consequently, the resistance to science among most school girls might in fact last a lifetime. When resistance towards certain school interests is directly linked to the creation of one’s identity and personality, the resistance is very difficult to overcome in later in life.
Project MissionThe project will engage the girls’ teams in 3 major challenges and the projects work programme is based on and follows these 3 challenges:
HOW we FEEL SCIENCE:
Create a more authentic understanding of science and gender in early schooling through engaging teenage girls as co-creators of this understanding, through telling the personal and collective and gender-sensitive stories education and about the image of science in society.
SCIENCE in REAL LIFE:
Engage the participating girls and their support teachers in real-life and real-time science and research experience in collaboration with the local community, including interacting with female role-models in science and research.
VISIONS of EARLY SCIENCE ENGAGEMENT:
Invite the girls to co-create scenarios of new ways of science learning in school that will appear attractive and relevant to teenage girls and their emerging gender identities.