Numerous reports highlight concerns about the gender disparity between boys and girls choosing STEM (science, technology, engineering, and mathematics) subjects at school. But Sylvia Martinez, an author and advocate for student-centred project-based learning, believes a move from worksheets to more hands-on experience can help in addressing the issue.
“We need to rethink how we provide STEM education in the 21st century,” she says, adding that her work with teachers around the world has shown the benefits of discovery-based learning.
In particular, research confirms that girls, despite having the same natural curiosity as boys, often don’t get the same exposure to STEM-related activities. In the school environment too, certain stereotypes still tend to suggest careers in science and engineering are for men rather than women.
“For boys and girls, inspiring STEM skills must begin early and continue throughout primary and secondary school,” says Martinez, who was a speaker at the recent 21st Century Learning Conference, which drew about 700 delegates from around the world.
She also notes a lack of consistency. In kindergarten, by playing with toys, children learn some basic science and engineering along the way. But at a certain age, everything becomes serious, with the emphasis on facts and formal knowledge, not discovery - an approach which many find boring.
“We need to empower students of all capabilities to explore STEM topics, not only those who are good at mathematics,” says Martinez, noting that this is a key facet of preparing students for life in the digital age.
Indeed, according to the World Economic Forum's latest Future of Jobs Report, men now gain one tech-related job for every four old- economy jobs being lost. But for women, the ratio is one to 20, clearly indicating a need for action to balance things out.