GENDER-BASED IMPLICATIONS; WHAT WORKS FOR HIGH ATTAINING GIRLS IN PRIMARY SCHOOLS IN MATH, SCIENCE AND STEM COURSES?

Constantly changing on-and-off line technology means that educational interventions should be adapted to gender and special needs. A high attaining child can develop himself/herself fully and contribute much more to society, provided that his/her talent is discovered at an early age and nurtured in an education programme and technology that devlops his/her talents. One of the aims of education is to achieve a match between the student interest, technology, including online technology, and curriculum to promote the optimal development of students' abilities. Increasing concern, however, about the underrepresentation of women in science, technology and maths has encouraged fresh research on this topic. This concern is also true for high attaining girls, and studies have revealed several reasons for the barriers that confront them. Among the most important reasons are a lack of instructional intervention techniques and technologies taking into account individual differences. Accordingly, the main purpose of this talk is to report on the experimental results of interventions in science, maths and STEM courses that affect the educational success of primary school girls who are defined as high attaining. Many studies have examined different aspects of high attaining pedagogy, but none have systematically examined the effects of interventions, particularly on high attaining female students. Specifically, I report on the results of a systematic iiterature review on evidence from studies with different designs. The research question addressed was: What works for high attaining girl in science, maths and STEM courses in primary/elementary school? The review offers tentative corroboration for recent educational practices that focus support for high attaining girls in science, maths and STEM courses, and which take account of digital technologies. Materials that emphasise personalised, differentiated learning are, therefore, generally well-placed to offer specific guidance.

Canan Ozkaya
Queen's University Belfast
Turkey

After completing her undergraduate education on primary school education, she started to study in the United Kingdom with the scholarship she won from the Turkish Ministry of National Education. She completed her master's education on special education at the University of Nottingham with extensive academic and professional experience in the field. After master graduation she started to her PhD education at Queen’s University Belfast. Now she is studying on high attaining girls and maths, science and STEM courses.

Potrebno predznanje: gender-based education, STEM courses, equality, gifted education