Sustainable Development Goals in Early Childhood Education. Empowering Young Girls to Bridge the Gender Gap in Science

Autor: Julia Rodríguez-Carrillo, Rosario Mérida-Serrano, María Elena González-Alfaya, Miguel Muñoz-Moya, María de los Ángeles Olivares-García
Jazyk: angličtina
Rok vydání: 2020
Předmět:
Value (ethics)
Early childhood education
lcsh:TJ807-830
Geography
Planning and Development
lcsh:Renewable energy sources
Sustainable development goals
Context (language use)
Educational innovation
Management
Monitoring
Policy and Law
Special education
Bridge (interpersonal)
Gender equality
ComputingMilieux_COMPUTERSANDEDUCATION
0501 psychology and cognitive sciences
gender equality
lcsh:Environmental sciences
special education
lcsh:GE1-350
Sustainable development
Medical education
Renewable Energy
Sustainability and the Environment
lcsh:Environmental effects of industries and plants
05 social sciences
Socialization
050301 education
sustainable development goals
lcsh:TD194-195
educational innovation
early childhood education
Psychology
0503 education
050104 developmental & child psychology
Qualitative research
Zdroj: Sustainability 12(22), 9312 (2020)
Helvia. Repositorio Institucional de la Universidad de Córdoba
instname
Helvia: Repositorio Institucional de la Universidad de Córdoba
Universidad de Córdoba
Sustainability, Vol 12, Iss 9312, p 9312 (2020)
Sustainability
Volume 12
Issue 22
Popis: The present study is evaluative research on the program INFACIENCIA: From the girls of today to the women scientists of tomorrow. Its aim is to increase knowledge about relevant women scientists among the entire educational community and, specifically, to help children in gaining an inclusive image of science, i.e., one that values and shows female talent. The evaluation of this program is based upon qualitative research techniques, such as semi-structured interviews, in order to give voice to everyone involved. In this paper we focus on teachers&rsquo
and families&rsquo
perspectives. Findings show that when young children actively learn science, they develop positive attitudes towards it. At the same time, it is revealed how learning about women scientists boosts a positive socialization context where egalitarian knowledge and attitudes towards science can be acquired. Participating teachers value the experience since there are still very few coeducational school interventions focused on young children. Participating families have increased their knowledge of women scientists they barely knew before and believe that these women deserve public appreciation. To conclude, INFACIENCIA has been regarded as a very positive experience both by teachers and families, thus claiming for it to be carried out again.
Databáze: OpenAIRE
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