SCHOOL SCIENCE AMBASSADORS PEOPLE BEHIND SCIENCE AND TECHNOLOGIES INTRO

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1 SCIENCE AMBASSADORS PEOPLE BEHIND SCIENCE AND TECHNOLOGIES INTRO The tlkit is a ready-t-use digital cllectin f mdules aimed at teenagers t be used by teachers, infrmal learning rganisatins, researchers and industry. s SCHOOL 180 The aim is t engage yung peple and especially girls in STEM and in the discvery f the variety f STEM related careers in a gender inclusive way. The tlkit includes a wide range f hands-n activities: wrkshps with a scientific cntent, infrmal discussins and meetings with STEM prfessinals. Each mdule is cmpsed f three guidelines: Explanatry guidelines specific fr each activity Guidelines dedicated t the theme f gender inclusin Guidelines with suggestins fr the facilitatin The guidelines give practical supprt and guidance fr the users, recmmendatins n hw t debate gender appraches and differences with yung peple, supprt and guidance fr facilitatrs n hw t vercme their wn steretypes and suggestins n hw t manage the grup dynamics by implementing different facilitatin strategies. The tlkit is prduced in the cntext f the Hypatia prject by five science centres and museums (NEMO Science Museum, Muse Nazinale della Scienza e della Tecnlgia Lenard da Vinci, Blmfield Science Museum Jerusalem, Experimentarium, Universcience) in cllabratin with gender experts, teachers, research industry institutins and teenagers. The Visin f Hypatia is f a Eurpean sciety that cmmunicates science t yuth in a gender inclusive way in rder t realise 1

2 the full ptential f girls and bys arund Eurpe t fllw STEM related careers. SCIENCE AMBASSADORS PEOPLE BEHIND SCIENCE AND TECHNOLOGIES Belw is the cmplete list f mdules that cmpse the Tlkit, divided int the three cntexts. Schls AT A GLANCE Age Grup years ld Find Gender Steretypes in STEM Representatins Gender Inclusiveness in yur Science Teaching Inquire: Shape and Actin Play Decide Game & Debate Science Ambassadrs and Ambassadresses STEM Wmen Cperative Card Game Test Yurself What's yur Opinin? Science Centres & Museums Find gender steretypes in STEM Representatins Science Café r Café Scientifique STEM Wmen Cperative Card Game Test Yurself Wearable Technlgy Yur Rle in Research: Inquiry int Chemical Reactins Industry & Research Institutins Gender ptimizing sftware prgramming Science Ambassadrs and Ambassadresses Skill Game Speed Dating Yur Rle in Research: Inquiry int Chemical Reactins Frmat Meet a STEM prfessinal Duratin minutes OVERVIEW The activity cnsists in inviting ne r tw STEM prfessinals t a schl. It is imprtant that at least ne f the speakers is a wman. OBJECTIVES The activity will give students the pprtunity t: Meet preferably yung prfessinals they can relate t. Make cnnectins with a wman/man researcher r engineer, technician. Discver their curse f study and backgrund: bstacles, dubts, changes in rientatin included. See hw their career has develped and learn mre abut the wrld f stem. See the cnnectins between their wrk and the needs f sciety. Gain awareness f the diversity f stem prfessins. 2 3

3 SUGGESTED SCENARIO This activity can be implemented either in schl r at a wrkplace (research institute, cmpany, science centre ). RESOURCES MATERIALS TARGET AUDIENCE Cmputer 1 Age N. participants (the teacher and a facilitatr if N. facilitatrs needed) Vide prjectr 1 Type f audience Students Seats FORMAT Meet a STEM prfessinal. TOPICS COVERED BY THE ACTIVITY The activity has links with jb rientatin curricula and career guidance. DURATION OF THE ACTIVITY minutes. USEFUL LINKS, VIDEOS, ARTICLES It culd be useful t find a shrt vide r interview with a scientist explaining brain plasticity. It can be used at sme pint during the activity t shw that bys and girls have the same skills fr studying STEM: with brain plasticity, neural cnnectins are develped all lifelng. S bys are nt mre maths riented than girls. Fr example, see this cnference f Catherine Vidal n Des brain has a sex?. A shrt presentatin f gender and/r sex t set the scene can als be shwn t students. This gives participants a chance t reflect n their understanding f gender and n situatins where they have felt left ut because sme activity r class was nt targeting them. 4 5

4 SETTING As it is nt a lessn/lecture r a tp-dwn meeting, tables can be arranged s that the speaker(s) and the teacher r the facilitatr are sitting with the students t fster interactin (circle fr example), if pssible in a csy place that changes frm their regular classrm. It is imprtant t create a relaxed atmsphere and wrking cnditins t ensure all participants feel welcme and fster discussin. It is imprtant t ensure that teens are clse t and at eye level with the speaker(s). DESCRIPTION AND TIME SCALE GROUP MANAGEMENT The activity is cnducted with ne class and in presence f the teacher. Yung researchers may have reservatins abut speaking in frnt f a class they d nt knw. Sme questins might make them feel uncmfrtable. It is very imprtant t create trust during the activity s that speakers can speak freely abut their true experiences. It is als imprtant that the speaker(s) refrain frm reading ntes frm a paper. The speaker(s) will have been briefed n: The imprtance t understand gender issues and t prepare a clear message n inequalities. The imprtance f invlving girls in the discussin. There is a risk that nly bys engage in the discussin. Hw t react t sexist cmments. The need t talk abut any bstacles they might have faced (ecnmic, jb expectatins, disappintments, etc.). What they need t prepare :! bring pictures f their wrk envirnment t prvide a view f the wrkplace: the lab, ffice, team, key lcatins in the institute/center/cmpany, etc.! research hw many wmen currently wrk in the cmpany and in which jbs. It can be interesting t knw the percentage f wmen wh hld tp psitins in the unit/department/cmpany and if there are any salaries discrepancies. It is an easy way t shw hrizntal and vertical gender segregatin.! the speaker(s) can be asked abut hw the number f wmen and engineers have changed ver time, whether there are any specific cmpany plicies/charters t prmte diversity, and their feeling n diversity in their wrkplace (D they feel like prgress has been made?) It is als useful t prvide the speaker(s) with frequently asked questins: What qualificatins d I need t apply fr university studies? Which cmpanies hire the mst engineering/sciences graduates? What is the percentage f girls studying STEM? D I really need t speak English r ther languages? 6 7

5 Hw can I start my career with internatinal experience? Are the jb prspects pr after university? What are the different jb pprtunities? The teacher is invited t maintain cntact with the speaker(s) after the activity (further questins, pprtunity t visit the wrkplace, etc.) and will be able t refer t the activity later n. Nte: It is imprtant t select prfiles that everyne can relate t s as t avid exclusin: it is interesting t have yung rle mdels, but the diversity f persnalities and the different fields they wrk in (nt nly successful careers) are equally imprtant. If there are tw speakers, it is better t have tw peple with different jbs and levels (engineer/technician). Speaker(s) can be a PhD student, a yung researcher, an engineer, r a technician any science-related jb can wrk. Peple wh wrk in scial sciences can als be cnsidered. If pssible, chse a wman wh des nt wrk in a predminantly female field (bilgy, medicine). Als try t chse peple wh have fllwed nn-linear paths t pique student interest and help them understand that there are a variety f paths that lead t STEM careers. INTRODUCTION, 5 MINUTES Warm welcme t the teenagers. The facilitatr encurages all participants t speak freely and ask any questins they might have at any pint in the discussin. The speakers will explain why they are willing t meet yung students (nt nly because they were asked t) and t exchange with them: Wh am I? (name, age) and what is my scientific discipline? (and any ther questins abut family, hbbies, children, etc.) A shrt vide (n mre than 3-4min) can be shwed t describe, fr example, the speaker(s) s field f science, wrk envirnment, relevant persnal stries, etc. Nte: A gd way t kick ff the meeting culd be t ask students t share what cmes t mind when they think f a scientist and/r what jbs they assciate with science. It helps encurage students t speak freely and steretypical representatins f scientists are likely t emerge (glasses, man, white cat, labratry, chemistry, mathematician, medicine, etc.). DEVELOPMENT OF THE ACTIVITY First set, 15 min ttal, (5-minute presentatin, 10 minutes fr questins frm students.) The speaker(s) will preferably begin with their studies: What did I like t study? Hw did I get t the jb I have nw? Why did I chse this curse f study? What did I like abut it? What aspects d I use tday? This part f the activity is interesting t help students identify with the speakers ( What was 8 9

6 he/she ding at my age? ) and what they are experiencing right nw. If I failed at smething, hw did I chse anther path? Students will be interested in the wide range f individual experiences. It will reassure them there is mre than ne way. If PhD student: What des dctral student mean? Hw did I becme ne? (studies, prfessinal backgrund, mtivatins), Wh is paying me nw (and hw much)? It wuld be useful t shw the students the different paths after high schl in yur cuntry t emphasize the multitude f bridges t get smewhere (e.g. In France, bridges between engineering schls and PhD degrees; shrt university degrees and lng university degrees) It is als interesting t evke, if that is the case fr ne f the speakers, sme mre chatic paths r any dubts they may have had t reach their current prfessinal situatin. The ideal mdel is nt very challenging fr everyne. Secnd set, 25 min ttal, (10-minute presentatin, 15 minutes fr questins frm students.) Example f what the speaker(s) can talk abut: What d I d n a daily basis? What is the purpse? (Aim f the research, fr instance, cnduct f the research, wh decides n financing, etc.) Wh am I in cntact with during the day? Wh wrks with me? (general rganizatin f the lab) Hw wuld I describe a typical day? (pictures f the wrk envirnment, f me wrking) D I have a scial life? (t break the steretype f the antiscial researcher) Wh cntrls/checks what I d? Wh is my bss? D I have ne? Hw is my wrk evaluated? (in general: cngress, thesis, publicatins/papers, etc.) What is my research subject, fr example? Why is it interesting? Why is it an imprtant questin? Why did I chse that subject? What d I like in this field? What is mre specifically the cntent f my jb? Is it innvative? Why is it interesting? Als, what is bring abut it? What is challenging? Hw d I answer scientific questins? What experiments d I d? Describe an experiment (pictures, csts). What are my results? What d they lk like, statistics, etc. and what d I d with them? Hw much time did it take t get these results? (length f the research, f an experiment, f the analysis f the results, etc.) What impact des the research have n peple? What is my rle in civil sciety? D I have any dubts r cncerns abut my jb and my rle? Des my jb match my previus expectatins? What are the basic qualities f a researcher? What is my future? = jb prspects, penings 10 11

7 Nte: The develpment f the activity can bviusly be flexible and adjusted accrdingly t the reactins f students and speaker(s). Any material n the real and cncrete life f the speakers is welcme. The teacher/facilitatr is t prepare this befre the meeting, asking speakers t cme with shrt vides, phts, pictures, if pssible a little experiment Make sure they d nt plan n bringing the PwerPint presentatin frm their last academic cnference! PARTNER DETAILS This mdule was riginally develped by Universience in Paris, France. Cntact: Marie-Agnès Bernardis, marie-agnes.bernardis@universcience.fr. Cver image: Cpyright A Rbin. Curtesy Universcience, Paris, France. CONCLUSION T cnclude, it is imprtant that students have time t discuss with the speaker(s) n any remarks and cmments they have. Students can be asked what cmes t mind when they think f a scientist nw that they met the speaker(s). They can als be asked if they have ideas f the jb they wuld like t d later and whether the activity sparked their curisity abut careers in science. The students must leave with the feeling that they are able t chse sme paths in STEM, that it is a pssibility fr them t. A plenary discussin at the end f the activity, gathering the teacher and students, can help bring mre depth t what they heard during the activity

8 GENDER AND SEX GUIDELINES ON GENDER BALANCE WHY IS IT IMPORTANT FOR PEOPLE OF ALL GENDERS TO STUDY AND WORK IN STEM AREAS? In the cming years, with Eurpe s knwledge ecnmy develping and new technlgies n the rise, skills in science, technlgy, engineering and mathematics (STEM) are becming increasingly necessary in rder t guarantee an adequate & prfessinal wrkfrce in a brad range f careers. It is therefre imperative t attract and recruit mre yuth t STEM study prgrams and ensure the diversity f STEM-trained prfessinals. The Visin f Hypatia is f a Eurpean sciety that cmmunicates science t yuth in a gender inclusive way in rder t realize the full ptential f girls and bys arund Eurpe t fllw STEM related careers. Institutins and facilitatrs respnsible fr implementing science educatin activities, such as schls, museums and industries have a key rle in this. They may influence the ways in which learners cnstruct and negtiate their gender and their attitude twards STEM. This is why it is imprtant t reflect n the gender and science biases we have, t acknwledge the steretypes and make sure we d nt perpetuate them in ur interactins with the participants. FACILITATING GENDER INCLUSION In facilitating gender inclusive activities it is imprtant t be aware f a few significant cncepts. Sex refers t bilgical characteristics and functins which distinguish between males and females: chrmsmal sex, gnadal sex, mrphlgical sex. Gender refers t the scial cnstructin f men and wmen, f masculinity and femininity, which differs acrss time and space, and acrss cultures. It is a hierarchical and hierarchizing system f masculine and feminine nrms. GENDER STEREOTYPES AND SKILLS A gender steretype is ur scial perceptin regarding the attributes f males and females (character, abilities, tendencies, preferences, external appearance, types f behavir, rles, career paths etc.) and ur tendency t relate such attributes t individuals f each sex, prir t meeting them (example f steretype: male are mre ratinal and female mre emtinal). When we talk abut gender steretypes and science we refer t rles and abilities that are suppsed t be "suitable" fr males and fr females in science (fr example engineering and building are assciated mre with males than with females). GENDER AND SCIENCE STEM are fields f inquiry and knwledge. Like ther frms f knwledge, they may include gendered dimensins. When the gender variable is nt taken int accunt by researchers, this can influence the results: fr example when medicines are nt tested n bth male and female. Furthermre, there is a persistent gender gap in the prductin system f scientific and technlgical knwledge and in many Eurpean cuntries wmen are ver represented in bilgy and medical sciences while they are 14 15

9 under-represented in mathematics r infrmatics. Besides, wmen are less likely t reach a high level f respnsibilities in sciences. They are depicted as ratinal, intellectual and independent, and these characteristics are ften assciated with masculinity. This means that bys r girls wh d nt identify with such characteristics will think that STEM studies and ccupatins are nt fr them and avid STEM cmpletely. This is why it is imprtant t present a cmplex and diverse image f science. SUGGESTIONS FOR THE IMPLEMENTATION OF THE ACTIVITY Defining, recgnizing and implementing gender inclusive activities is cmplex and challenging and requires a cnstant aut reflexivity f the facilitatr abut his/her wn gender steretype and bias. Here are sme practical indicatins and reflectin questins t assist the facilitatr in being inclusive. INTERACTING WITH THE GROUP Neutrality in assigning tasks and rles Hw will I assign tasks? What respnsibilities will I assign and t whm? Avid assigning steretypical gendered rles t participants that may cntribute t the internalizatin f female r male identities, fr example asking bys t build things and girls t take ntes. Ensure that the different rles required by the activity are rtated between participants. Attributin f success and failure, vercming steretypical respnses D male students wh have failed link their failure t themselves r t external factrs? D female students wh have succeeded link their success t themselves r t external factrs? Set a high level f expectatins fr bth sexes. Avid ver indulging with the girls (this leads t dependency rather than independence). Encurage bth girls and bys t take risks. Adpt a Wait Time t encurage girls t speak in an envirnment f risk-taking bys wh might respnd faster than they d Hw attentive was I t the students respnses? Hw lng did I let them speak fr? Wait 4-5 secnd befre calling n a student t answer a questin. Delaying the answer enables all the students t respnd, thus giving everyne the pprtunity t cme up with it. Interactin with the sexes t vercme the tendency t engage with male students mre than with females: Did I direct questins t bys mre than t girls? Be aware whether the questins are directed mre t bys r t girls. Unaware expressin f steretypes Did I pay attentin t the students behaviur in relatin t their expressin f gender steretypes? 16 17

10 Teenagers ften reprduce gender steretypes uncnsciusly r in a subtle way. This might be taken as the chance t underline it and use it as a pint f reflectin. DURING A DISCUSSION Are bys mre interested in building things and girls in decrating the things prduced? Can yu switch these rles in the activities? Challenge learners t depart frm their preferred interests and widen their engagement in science (many children have gender steretypic interests that might be challenged). D yu think it culd be useful t intrduce and discuss the cncept f gender r steretype befre r after the activity? Cnsider if a frging explanatin f the main cncepts abut gender and abut the terminlgy/cncept cnnected culd enrich the discussin. While facilitating a discussin Acknwledge that different learners have different kinds f prir knwledge that may be relevant in different ways. Discussin can take its pint f departure in what learners already knw abut the subject matter. MEETING A STEM PROFESSIONAL Rle mdels are effective in stimulating girls and bys interest in STEM. Many activities have STEM prfessinals as prtagnist r give examples f STEM prfessinals. It is imprtant that these rle mdels d nt reinfrce gender steretypes. Hw many men and hw many wmen appear in the example f STEM prfessinals I give in the activity? Are they steretypical? Keep a balance between the number f females and males as speakers r examples. Where pssible ask them t talk nt just abut the scientific cntent but als abut their persnal life. Ensure that the invlved science educatrs and scientists reflect a brad variety f persnalities. Girls and bys are mst inspired by rle mdels they feel psychlgically similar t themselves (as regards t rigin, culture, age, etc.). Otherwise, the standards set by the ther persn can be seen as cntrasting, and girls and bys may react against them. In the activities, d I present the variety f STEM - frm cmputer games t engineering? While chsing STEM prfessinals and examples invlved in the activity, ensure that the diversity f science is represented t the largest extent pssible

11 FACILITATING AN EXPERIMENTAL SITUATION While dealing with a specific scientific cntent participants might nt see clearly hw this is related with gender balance in STEM. Hypatia activities aim t prpse unexpected ways t apprach science and scientific cntent (like chemistry, rbtics r making), breaking the steretypical perceptin f STEM. This serves t intrduce and disseminate a different view f the wrld f science, unveiling different aspects with which mre peple - girls and bys - can identify. Yu can emphasize this aspect while facilitating an activity fcused n scientific cntent rather than n gender. Fr example, an activity framing technlgy such as the ne n wearable technlgies culd attract mre girls than ne n transprt r missiles. Many girls feel mre cmfrtable in a situatin based n cperatin, and thers even avid cmpetitive activities. The facilitatr culd present a challenge with a stry behind and nt just as a cmpetitin, r pay attentin in balancing cmpetitin and cperatin in the same activity. Many studies shw that girls learn better in an envirnment that is esthetically pleasing. This is why it is imprtant t create a pleasant and esthetic envirnment fr the activities. USEFUL LINKS ABOUT GENDER INCLUSION IN THE CLASSROOM HYPATIA S THEORETICAL FRAMEWORK The present dcument prpses a framewrk t address gender inclusin in STEM activities. It gives rise t a set f criteria fr the analysis f the gender inclusiveness f existing STEM educatin activities, r fr the design f new, gender-inclusive activities. Theretical Framewrk GENDER EQUALITY IN THE CLASSROOM We are frequently unaware f the manner in which we relate t bys and girls. Schl classrms are n exceptins. Here is a list f pints f attentin and suggestins aimed at imprving the degree f equality in the class in rder t encurage girls and bys t pursue the fields f STEM. Gender Equality in the Classrm 20 21

12 GUIDELINES ON FACILITATION A BIT OF ADVICE FOR GOOD FACILITATION A key element fr gd facilitatin is the active invlvement f the participants every time a cncept r cntent is presented. Invlvement means fr example: Cnsidering participants persnal experience as a starting pint f the engagement. Building n their wn pint f view r prir knwledge. Embedding cntinuusly the cntributins f the participants in the prcess. Facilitatin is nt easy; it takes practice, time and reflectin! In rder t transfer these cncepts int practical situatins - and thus t fster engagement, interactin and discussin - yu can find a brief list f suggestins belw. They can be helpful in develping gd facilitatin. INTERACTING WITH THE GROUP Prepare the envirnment where the activity will take place in advance, rganize the space accrding t the needs f the activity, even changing its usual structure if needed (i.e. yu can mve tables and chairs arund). Make sure that all participants can see and hear well. Keep eye cntact with the participants. Address participants as peers rather than as passive spectatrs r ignrant individuals. Listen t peple and use their wn terms. Use questins as much as pssible they can be a useful tl t encurage interactin amng the grup. Stimulate reflectins amng participants. If pssible, ask and build n infrmatin r elements that can be discvered thrugh direct bservatin. Engage peple by linking t their persnal experience. Encurage participants t express their pinin and elabrate their wn cnsideratins. During an activity, yu might want t rganise different grup settings - wrk in smaller grups r in pairs, create plenary mments - t help engagement and better interactin with the experience. Befre interacting with the participants in plenary, yu might want t ask participants t discuss in small grups as a warm up. This helps invlving the shiest peple r helps everybdy t feel mre cmfrtable abut the tpic befre sharing any cnsideratin in plenary. When the discussin is set in small grups, mve arund the grups checking n wrk and discussin, and intervene nly in case f difficulties! In plenary, try t address everyne as much as pssible, encuraging everybdy t participate and engage. FACILITATING AN EXPERIMENTAL SITUATION Try t make the activity as participatry as pssible: every participant shuld have the pssibility t engage directly with the experiment; avid demnstratins. D nt reveal the results f the experience befre the participants wn discveries and cnsideratins. Encurage participants t make initial hyptheses/descriptins/cmments abut what they think wuld happen. Keep the experiment at the centre f attentin and f the discussin

13 Engage learners thrugh an alternatin f manual activity, questins and discussin. DURING A DISCUSSION Engage learners thrugh a balance f pen-ended questins, clsed questins, discussin and exchange f pinins, etc. Yu might want t use prvcative dilemmas as tls fr debate. Disagreements can be valuable fr analysing ntins and negtiating views, use them cnstructively. Stimulate and build nt nly n participants alreadyacquired knwledge but als n emtins and imaginatin. Challenge the participants at a suitable level. Avid: A didactic apprach and the assessment f participants knwledge. Mnlgue. Specialized terms with n reference t real bjects. Seeking and dealing nly with the crrect answers r, even wrse, with the crrect questins. Nt listening. HOSTING A STEM PROFESSIONAL Yu might suggest t the speaker t alternate between questins and speech allwing participants t take up a mre active rle and prevent lng talks. Befre intrducing a STEM prfessinal, yu can ask participants t share their perceptin abut the particular prfessin, and then discuss it with the speaker. Yung participants, when they have the pssibility t ask free questins, ften seem t be interested in the speaker s daily persnal lives, in their career path and abut what they were like when they were students. Yu can suggest that speakers use these tpics as hks during speeches and cnversatins. It helps if speakers bring tls r bjects frm their daily wrk with them as examples frm their daily practice. QUESTIONS: A FUNDAMENTAL TOOL FOR LEARNING Building a relatinship with an bject is like getting t knw a new persn. Indeed, this kind f cmparisn can help understand a pssible way f develping questins t be used in learning experiences. In the prcess f getting t knw a persn r starting a cnversatin we mve frm the basic and cncrete t the abstract and mre cmplex. Using questins in a learning situatin invlves similar steps: starting frm basic infrmatin (usually elements that culd be discvered thrugh bservatin) wrking at levels where there is cmpatibility (i.e. levels where the pupils can becme invlved and engage thrugh their knwledge, experiences and views), in rder t prceed t the discvery f mre cmplex infrmatin and cncepts. Such an apprach invites learners t search within their wn repertire f knwledge and experience fr the necessary elements that wuld help them discver new insights, while at the same time it can perate as the fundatin fr the develpment f questins by the learners themselves. In fact, we are nt arguing here fr a linear prcess f facilitatr-asks learners-answer ; rather, we argue fr a tw-way-cntributin prcess, in which bth facilitatr and 24 25

14 learners are in the psitin t ask and answer questins. In this sense, questins are the stimulus fr initiating dialgue, the tl and nt the bjective. They help new knwledge t be elicited and infrmatin t be added within a free flw f ideas, leading t the bradening f understanding. What are the types f questins that wuld perate as the methd fr eliciting infrmatin and interpretatin, fr initiating cnstructive dialgue, fr develping skills and self-cnfidence in learners and facilitatrs themselves? First f all the basic categries: Clsed questins the nes that have nly ne crrect answer. Open questins thse that accept mre than ne crrect answer. Clsed questins are usually used when we seek specific infrmatin abut the phenmenn/tpic/exhibit/bject etc. and can be further divided t: Questins fr examinatin: Answering thse questins requires careful examinatin. The answers ffer the first infrmatin n the basis f which we cnstruct mre detailed knwledge. Questins fr explanatin: The answers ffer an explanatin hw smething wrks, hw it was created, etc. and are clsely related t the infrmatin derived frm the examinatin questins. Questins fr cmparisn: These stimulate cmparisns with ther situatins f the same type, materials, dimensins, etc. and encurage the identificatin f similarities, differences and cnnectins with the learners persnal knwledge and experience. On the ther hand, pen questins encurage the expressin f persnal views, the emplyment f pre-existing knwledge f the learners, and the search fr persnal meanings. Discussin and pen-ended questins ffer learners the pprtunity t pl ideas and share insights in the grup fllwed by pprtunities t develp understandings further thrugh deplying and defending insights and pinins. Open questins can be divided int the fllwing categries: Questins fr prblem-slving: Thse demand the use f critical thinking, imaginative thinking, hypthesis and analysis skills and ability fr using knwledge fr prblem slving. Questins fr predictin: The answers t thse questins ffer predictins in instances f changes f parameters. Judgement questins: Answers t thse can be very persnal and unique. They demand chices, evaluatin f a situatin, justificatin, etc. Yu shuld be seeking a balance between clsed and pen questins. Asking nly clsed questins might create a feeling f ignrance amng thse learners wh find it difficult t answer them, since they require relatively minr use f skills and mre f specialised knwledge. Clsed questins shuld be used fr explring the bject and the new knwledge arund it, and, in additin, ffer the basis n which t ask the pen questins. Fr any learner, answering pen questins implies using their persnal cntext t find the new infrmatin. It als enables them t use their wn persnal experiences, emtin, imaginatin and skills fr meaning-making and persnal interpretatins

15 In the philsphy f an interactive, cnstructivist apprach t learning, the asking-answering f questins means nt nly the acceptance f mre than ne crrect answer (thrugh pen questins), but als allwing learners t get things wrng, that is, nt allwing a learning situatin t be limited by seeking nly crrect answers, r by the expectatin f predetermined utcmes. It is imprtant that the facilitatr des nt jump in t quickly t crrect learners, but rather uses the cnflicts that arise between their different perspectives helping them t see that there are standards and that their wn interpretatins are nt necessarily the same r as gd as thse held by ther learners. Learning results frm reference t, and drawing frm, learners wn understanding f situatins, and pprtunities fr explratin thrugh trial and errr. Hypatia is an EU Hrizn 2020 funded prject that addresses the challenge f gathering different scietal actrs arund bringing mre teenagers, especially girls, int STEM careers bth in schl and as a chice f learning and career in the future. It aims at changing the ways sciences are cmmunicated t yung peple in and ut f schl t make them mre gender inclusive. This prject has received funding frm the Eurpean Unin s Hrizn 2020 Framewrk Prgramme fr Research and Innvatin (H2020-GERI ) under the grant agreement N