Abstract
While the fields of science, technology, engineering, and mathematics (STEM) have grown in the past twenty years, the proportion of women in these fields has not seen the same growth. This article researches how inquiry-based instructional approaches can better support gender-equity in classrooms. It will look at the effects that confidence, group work, and Socratic questioning have on women in STEM courses, and how small changes in instruction can have large impacts on the experiences women have in STEM courses.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
