Abstract:

As the PISA report [1] indicates, promoting a positive and inclusive image of science is of vital importance and the most immediate way to spark interest in science is to increase early exposure to quality science teaching in schools. The same report finds that in general girls believe they are less capable than boys to achieve goals that require scientific skills. According to this report, gender differences in mean performance on PISA science tests are very small and vary widely from one country to another, demonstrating that gender disparities do not lie in innate differences in aptitude but, rather, in factors who can be influenced by families, teachers, politicians and leaders’ opinion. A reduced percentage of women in STEM careers is also observed and, consequently, little participation of women in the scientific community.

According to [2], there are two types of criteria that discourage girls from studying STEM (Science, Technology, Engineering, Mathematics) careers at an early age: a) negative stereotypes about their intellectual abilities; and b) stereotypes about scientists as lonely and eccentric men. These stereotypes can influence gifted girls’ confidence to succeed in science and engineering, their sense of belonging in these fields, and ultimately their interest in these disciplines.

Fostering students’ competence in applying interdisciplinary knowledge to solve problems has therefore been recognised as an important and challenging issue globally. This is why STEM education has been emphasized at all levels in schools. Meanwhile, the use of robotics has played an important role in STEM learning design. In this communication we would like to direct attention to Plant Science as an alternative scenario where STEM activities can be conducted, with some side advantages to robotics that can complement the girls engagement mainly because of the scenario.

For that purpose, this communication will present first, R-STEM as Robotics in STEM education highlighting some of its mean values but also some aspects that prevent R-STEM to be the definitive solution for engagement in the related disciplines. Also Plant science as an alternative scenario where STEM action can be conducted. On that context, the PlantSTEM project and Astroplant units description are presented in detail showing its possibilities as well as specific actions that fits into the purpose of STEM eduction.

References:
[1] Pisa. PISA report. Key results. OCDE, (2015)
[2] Boston, J. S., Cimpian, A. . How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering? Gifted Child Today, 41(4), 196-207, (2018).

Keywords:

STEM education, Girls in engineering, Life Science.