FAST Annual Conference Miami, FL October 2018 Download the - - PowerPoint PPT Presentation

FAST Annual Conference Miami, FL October 2018

• Download the presentation

– https://nationalmaglab.org/education

• Register for this SciGirls training

– https://ngcproject.org/events – FAST Conference Concurrent Session

Media and education that change how girls see STEM and how the world sees girls.

• On TV

– national PBS Kids series

• Online

– safe, social networking site

• On the Ground

– Activities and professional development

A summative evaluation found that girls gained:

• confidence
• a deeper understanding of inquiry
• a broadened awareness and interest in

science careers

• Check your local PBS listings OR watch full

episodes online

– Features real girls doing STEM investigations they’re passionate about – Highlights the science and engineering processes – Features real female STEM professionals

New episodes available now!

Mobile friendly website for kids!

pbskids.org/scigirls

Activities for your classroom

• Find your “other half”
• Take 5 min. to discuss.

– How have you used this strategy? – How could you envision using this strategy in your work?

• 1. Girls benefit from

collaboration, especially when they can participate and communicate fairly. (Parker

& Rennie, 2002; Fancsali, 2002)

• 2. Girls are motivated by

projects they find personally relevant and meaningful.

(Eisenhart & Finkel, 1998; Thompson & Windschitl, 2005; Liston, Peterson, & Ragan, 2008)

• 3. Girls enjoy hands-on, open-ended projects and
• investigations. (Chatman, Nielsen, Strauss, & Tanner, 2008; Burkam,

Lee, & Smerdon,1997; Fanscali, 2002)

• 4. Girls are motivated when they can approach

projects in their own way, applying their creativity and unique talents. (Eisenhart & Finkel,1998;

Calabrese Barton, Tan, & Rivet, 2008)

• 5. Girls’ confidence and performance improves in

response to specific, positive feedback on things they can control – such as effort, strategies and behaviors. (Halpern, et al., 2007; Zeldin &

Pajares, 2000; Blackwell, Trzesniewski, & Sorich Dweck, 2007; Mueller & Dweck, 1998)

• 6. Girls gain confidence and trust in their own

reasoning when encouraged to think critically.

(Chatman, et al., 2008; Eisenhart & Finkel,1998)

• 7. Girls benefit from relationships with role

models and mentors. (Liston, et al., 2008; Evans, Whigham, &

Wang, 1995)

Your Group Needs:

• Timer
• Optional (blindfold, folded up coat)

Educator resources on scigirlsconnect.org Download videos, activities, and other resources to enhance your program!

Think about the activity we did today. How were the SciGirls Seven strategies used today? How can you apply the SciGirls Seven to activities that you already use?

Review and discuss the graphs using the following questions.

• What about the data set pops out or catches your

eye?

• What about the data encourages you? What about

the data concerns you?

• What patterns or trends among the data do you see

emerging?

Research/Rationale

General Science AP/IB or advanceds cience No biology General biology AP/IB advanced biology No chemistry General chemistry AP/IB advanced chemistry No physics General physics AP/IB advanced physics Male 80.2 19.7 2.7 87.7 9.7 27.1 65.4 7.5 56.7 36.8 6.6 Female 77.1 22.8 2.2 84.5 13.2 21.9 70.2 7.9 60.3 36 3.7 10 20 30 40 50 60 70 80 90 100

Science course enrollment of high school completers

Algebra 1 or lower Geometry Algebra 2 Trigonometry or

• ther

Pre-calculus Calculus or higher Male 3.7 9.1 23.7 23.7 20.4 19.5 Female 2.2 6.5 25.1 24 23.2 19.2 5 10 15 20 25 30

Highest-level mathematics course enrollment of high school completers

Male Female

20 40 60 80 100 120 Engineering Computer Science Mathematics & Statistics Physics Biosciences Social Science

Bachelor's Degrees, 2014

Male Female

20 40 60 80 100 120 A l l

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p u t e r s c i e n t i s t P h y s i c i a n P h y s i c i a n s ' a s s i s t a n t R e g i s t e r e d n u r s e

Employed persons 16 years and older, by occupation, 2015

TABLE 9-1. Employed persons 16 years and older, by detailed occupation: 2006–15 TABLE 9-1. Employed persons 16 years and older, by detailed occupation: 2006–15

• Boys and girls do not display a significant difference in

their abilities in STEM. The cause is social and environmental.

• Differences consistently appear in girls’ interest and

confidence in STEM subjects, starting at a very young age.

• These differences can be linked to a negative self-

perception, enhanced by stereotypes.

What does it all mean?

For Kids: pbskids.org/scigirls For Parents: pbs.org/parents/scigirls For Educators: scigirlsconnect.org For MagLab SciGirls: nationalmaglab.org/education/k12-

students/summer-camps/scigirls-blog

scigirlstv @SciGirls

This material is based upon work supported by the National Science Foundation under Grant No. HRD-1103016. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Carlos R. Villa

Director of K-12 Education Programs Certified Trainer 2018 NSTA Distinguished Informal Science Educator villa@magnet.fsu.edu 850-644-7191