What is STE(A)M
The acronym STEM stands for science, technology, engineering and mathematics, while the A includes visual or performing arts that are used as tools for STEM education.
STE(A)M is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking and the acquisition of these competences.
IN2STEAM wants to address gender disparities in STEM through the adoption of inclusive STE(A)M learning by a methodology that combine both art and science disciplines using real world application. It will be an effective approach to foster creativity, critical thinking and problem-solving competences among young pupils and better engage young girls in STEM.
Reducing the disparities in results for young girls in STEM and the increased access to digital resources and teaching practices will strengthen and build connections and synergies between science, creativity and innovation: they are the key factors of the project as drivers for improvement.
What is STE(A)M
- Analysis of the value of STE(A)M education in increasing the motivation and participation of young girls in STEM fields of study and professional needs of teachers;
- Acquisition of new competences targeted for primary school teachers to better respond and manage gender perspectives in their teaching practices;
- Engagement of primary school pupils – aged 8-11- in STE(A)M learning and involvement of at least 80 girls per partner country, identification of a behavioural change in girls to pursue options in STE(A)M related subjects in the next education stages;
- Increased active participation of wider school community (including parents and decision makers) in research phase, learning processes and in raising awareness and interest in STE(A)M education and career opportunities for all students, especially girls.
To increase the competence development of teachers and educators
to teach and expose STE(A)M concepts to young children at primary school, with a focus on girls, in order to foster creativity, critical thinking and problem-solving competences;
To increase and nurture girls’ interest in STEM fields
through the development of gender-inclusive teaching methods and open resources focused on STE(A)M learning in primary education;
To support the interest in STEM disciplines
by adopting an inclusive teaching methodology that motivates young girls to develop their potential and motivation for a future career in the scientific field, contrasting gender stereotypes.
To integrate a 21st century education strategy
for developing more creative learning environments in primary schools through the adoption of interdisciplinarity STE(A)M learning approaches joined with gender inclusive practices in school curriculum.
Creation of online training modules, guidelines tools and methodologies
to increase the competence development of teachers and educators to effectively introduce STE(A)M approaches in their classroom at primary school.
Organisation of 6 “Science Days” in each partner country
with the involvement of schools, teachers, educators, parents, STE(A)M professionals and stakeholders: they will share their experiences related to the project activities and the promotion of the benefits of STE(A)M learning in primary school;
Development of a research study
with a comprehensive analysis on the value of STE(A)M education in increasing motivation and participation of young girls in STE(A)M fields.
Launch of a pilot activity of the online training modules
through a mixed learning path (workshops and online self-study) with teachers led by the trainers of each partner organization; then teachers will actively test the Digital Teacher’s Toolkit and the Activity KIT with their pupils through a cycle of IN2STEAM Labs with the collaboration of female STE(A)M professionals and arts practitioners.
Elaboration of a “European Charter for STE(A)M Education”
with policy recommendations that will support schools with intervention strategies and common framework to support the behavioral change in girls to foster non-gender stereotyping in education and career choices.