Making Dioramas of Women Scientists Help Elementary Students Recognize Their Contributions

Audrey C Rule,Julie L Klein,Jolene K Teske,Phyllis Gray

doi:10.4236/ce.2014.523223

Abstract

The STEM movement encourages girls to consider careers in science; however, for success, common misconceptions and biases need to be dispelled, while females’ spatial thinking skills are developed. All students, both girls and boys, need exposure to the accomplishments of women scientists to appreciate their contributions and to envision females as successful scientists. This one-week study conducted during a summer day camp examined upper elementary student (n = 15; 7 females, 8 males) attitudes toward science, women in science, and the possibility of a science career before and after participation in learning about diverse accomplished women scientists and making a diorama showcasing the professional work and caring actions of one of the scientists. The efficacy of this project for upper elementary students, conducted during a summer day camp, is supported by pretest-posttest data and attitude surveys. The five-day class showed positive changes in student plans for a career in science and improved attitudes toward the importance of females becoming scientists. Directions for constructing dioramas, examples of student-made work, and creative scenes made with given craft items are provided.

Highlights

IntroductionBoth female and male students study mathematics and science in roughly equal numbers with equal achievement during their kindergarten through grade 12 years and are prepared for science and engineering majors in college (Shettle et al, 2007), fewer women pursue these majors (National Science Foundation, 2009)
Fewer Girls Aspire to STEM Careers A study undertaken by the American Association of University Women
The imaginings our students participated in as they built the scenes of their dioramas are part of fantasy play, crucial for social, emotional, and cognitive development (Moyer, 2014)

Summary

Introduction

Both female and male students study mathematics and science in roughly equal numbers with equal achievement during their kindergarten through grade 12 years and are prepared for science and engineering majors in college (Shettle et al, 2007), fewer women pursue these majors (National Science Foundation, 2009). At the graduate education level, the university faculty level (Di Fabio, Brandi, & Frehill, 2008), and in the industrial workplace (Hewlett et al, 2008; Simard et al, 2008), women’s science and engineering participation declines further

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Conclusion