Learning Goal: First, the participants will gain experience in using the scientific method as applied to the fields of science and engineering. Second, the participants will gain a sense of accomplishment at GirlScience. This will provide them with the confidence to participate on a more level playing field with boys when they return to their traditional mixed-sex classrooms.
Challenges: At this age, many girls who achieve high grades in science begin to express negative attitudes toward science as they struggle with pressures to conform to socially accepted gender roles. Research shows that this change in attitude may be counteracted through a network of supportive peers and adult role models. When participants leave the GirlScience program, we aim to provide them with tools such as blogs and web pages to help them maintain connections and friendships.
Rationale: According to the National Center for Education Statistics, women receive about 50% of the degrees awarded in math, and 60% of the biology degrees. However, women recieve only 20% of those awarded in engineering, and 40% of degrees in physics. There are many hypotheses to explain these differences. The foremost hypothesis is that the life sciences are perceived as more nurturing, and therefore more feminine and appropriate for women to study.
The lack of women in the physical sciences and engineering both reflects and constructs a gendered view of science and a bias in the scientific community. Rectifying this bias will require change in the way educators teach science as well as change in the way students perceive science. In order to initiate change in the way students perceive science, GirlScience hopes to give girls confidence to participate in areas of science that may have appeared closed to them.
Theory: Simpkins, Davis-Kean, & Eccles conducted a study which concluded that positive experiences in science during the middle childhood years create positive beliefs about science. Students who hold positive beliefs about science are more likely to take advanced science courses in high school. For this reason GirlScience will provide middle school girls with positive science experiences.
Fredricks and Eccles performed a study that found adolescents benefit most from extracurricular activities when they experience accomplishment, recognition, support from peers and adults, and a feeling that they are a valued member of a community. For this reason, GirlScience will provide girls with a strong community during the program, and tools to continue those relationships over a distance through blogs and web pages.
Norton and Wiburg wrote in Designs for Knowledge that "Teaching the disciplines as 'ways to think' about experience has more lasting consequences than teaching 'about' the disciplines." For this reason, GirlScience will provide participants with experience using the scientific method in the physical sciences and engineering.
Educational Units:
Click on images for a larger view.
Each session of the GirlScience program lasts three weeks. The first week will be an introduction to the scientific method, relevant math skills, computer programming, and the physical sciences. Girls will also explore tastes of different areas of engineering. At the end of the first week, the girls will choose an area of engineering that appeals to them: mechanical, chemical, electrical, or computer science. During the second week, the girls will learn about the cutting edge ideas in each area of engineering, and how they can apply them to projects of their own design. In the third week, girls will form groups and use what they've learned about engineering and the scientific method to design and present their own projects.
Sample Lesson Plans with Technology:
Rollercoaster Tycoon 3
Fractint and Building a fractal
Data analysis with Microsoft Excel
Introduction to blogging
Top Figures: A physics lesson
5 comments:
Your project looks great, and I enjoyed your presentation last week. I think your program could really give girls an edge in the sciences and boost their confidence.
I was wondering if the girls of different grades will be attending the same classes together. I fear that a problem could emerge with the different ages and skill levels in the same groups. I also wondered if girls staying at the camp could have some homesickness issues since they may not have stayed away from their families for as long three weeks.
The program looks like it will expose students to different ways science is applied, perhaps giving them a preview of possible career fields. It also very nicely allows them space to explore their own individual interests. The instruction might also put them at the head of their classes when they return to school. Great!
You guys seem to have a wonderful topic and educational goals! I enjoyed the project description very much. I would like to offer an opinion regarding the evaluation issues. Usually, in teaching, evaluation involves feedbacks or verbal and non-verbal awards. Since one of the goals is to provide girls with confidence, award systems might be of assistacnce to accomplishing this goal. Also, maybe in the beginning and end of your session, you can do a small scale survey examining how much their confidence or motivation was enhanced during your project. It will be interesting to see the difference. Again, I really like the project goals and ideas!
I love your project. The idea is great, I love how its outside of school. I think it would definitely enhance a girl's passion for science and mathematics. Your setup and lessons look great too.
Elizabeth and Caityln, your project is so interesting! I love the frequent field trips. Nothing makes learning more relevant and transferable than hands-on experience. Piggybacking off of Jaeduck's comment on evaluation - in the third week, you mention that girls will design and present their own projects on engineering and the scientific method. Is this with PowerPoint, by designing a website, oral presentation? Your project looks wonderful!
I think this is pretty cool. I'm a fan of summer programs. :)
I like the fact that it progresses from all classes to project work. As well as the fact that they do have time to be social.
I also like the fact that it's target is girls who already have at least the beginnings of in interest in science. In middle school it's probably not so cool for a girl to like science, so something like this that says, 'hey girls who like science, we want YOU!!' is great. You'll probably still end up with some girls whose parents want them to have an interest in science, but such is life.
The only question I keep thinking of is cost. Would the student pay a tuition or would the goal be for it to be funded somehow. Would scholarships or assistance be avaiable? Those issues may be beyond the scope of the project, but I thought I'd throw them out there anyway.
All in all - very cool.
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