Implementation of “Girls’ Ticket to Space” (SOI-IT-466)

Discussing the disparities between men and women in opportunities, treatment, and pay is crucial for fostering awareness and addressing gender inequalities in society. It’s the reason why the topic of the gender gap is included in our Civic Education curriculum, as it helps students understand the deep nature of these inequalities and encourages critical thinking about their underlying causes.

Through research, students may discover that the gender gap is particularly pronounced in the field of sciences. This realization underscores the importance of promoting the “Women in Science” culture. By highlighting the contributions of women in science and showcasing their achievements, teachers can inspire girls to have confidence in their abilities and encourage them to pursue careers in STEM fields. As teachers and educators, it’s essential to actively support initiatives that encourage girls’ interest and participation in STEM subjects because, by promoting the culture of “Women in Science,” we contribute to building a more equitable society where everyone, regardless of gender, has equal opportunities to pursue the same passions and contribute to the advancement of knowledge and innovation.

In honour of Women’s Month, I decided to implement in my class the  Learning Scenario  “Girls’ Ticket to Space (LS-DI-718) ” addressing the issue of the gender gap, and specifically focusing on Goal 5 of the Agenda 2030. I aimed to direct my students’ attention, not only to the discrimination between men and women but also to extraordinary women who have made significant contributions in the field of sciences, particularly in space research. My main message was simple: if you want, you can!

The activity was realized in a third class of middle school students (grade 8), aged 13, students worked in groups of 3 or 4, and each group member had a specific role (coordinator, facilitator, researcher, speaker, digital creator). 

The beginning

The first phase of work has been to involve some of my colleagues to implement the learning Scenario. The subjects involved were Mother tongue, Science, English, Technology and Art. Together we chose the topic, I proposed the Learning scenario, and each teacher shared with others which activities he/she would address in his/her teaching hours, in a way that was coherent with other disciplines. I organized the work groups among the students (of 3/4 students), and I took notes on the role of students in the groups. Then, the teachers participating in the activity assigned tasks to the various groups.

The implementation of the activities

I began by showing some pictures from Europeana (Valentina Tereškova, Costum de astronaut, Videocollegamento con l’astronauta Samantha Cristoforetti), blog, and a short video from women in space exploration to spark interest and discussion among students. I tasked them with researching the backgrounds, achievements, and challenges faced by these individuals. I encouraged them to gather additional images and videos to support their findings. Additionally, I prompted them to share their thoughts and impressions based on the visuals.

We delved into discussions about sectors of work where they perceived a predominance of men over women. Following this dialogue, I encouraged students to delve into research to substantiate their notions. They then shared their research findings with their peers, and I supplemented their knowledge with additional materials.

During a Science lesson, my colleague focused on prominent women in space exploration such as Valentina Tereshkova, Mae Jemison, Dorothy Vaughan, Jeanette Scissum, Samantha Cristoforetti, elucidating their significant contributions to space research. In an English lesson, another colleague conducted research in a foreign language on the same topic, while the Art teacher guided students in creating drawings inspired by these remarkable women.

In a subsequent Mother Tongue lesson, I guided students in exploring the historical and cultural reasons behind the gender gap. The materials unearthed by students, along with their reflections, were utilized to create:

• Essays in Mother Tongue and narratives inspired by extraordinary women astronauts;
• Digital presentations in Science and Technology;
• Posters in Art.

Outcomes

The “Women in Space” activity provided students with an opportunity to delve into the history and contemporary significance of women’s involvement in the scientific field. Through interdisciplinary collaboration, research, and reflection, students attained a deeper comprehension of the hurdles confronted by women in STEM fields and the necessity of nurturing inclusivity and diversity within scientific communities. By commemorating the accomplishments of female scientists, both past and present, students were motivated to envision a future where gender equity in science, and beyond, is the norm.

As educators, we can inspire students of all genders to pursue their interests in science and space exploration. We can challenge stereotypes surrounding gender roles in science and encourage all students, particularly girls, to pursue careers in space-related fields—a domain historically dominated by men. And last but not least, we can instil the belief that if a woman desires, she can achieve anything she sets her mind to!

Link to the learning scenario implemented: Girls’ Ticket to Space (LS-DI-718) – Teaching With Europeana (eun.org)

Do you want to discover more stories of implementation? Click here.

PDM 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Nationalmuseum Sweden.