O3- Instructional Guide on Game-based education for promoting gender equality in STEAM
An instructional guide on game-based education and activities for promoting gender equality in STEAM will be developed, with the main objective of fighting stereotypes in STEAM and motivating students (boys and girls) through serious games, game-based activities and tools to participate and collaborate in STEAM.
The Learning Guide will include:
A. Approaches to game-based STEAM education through serious games and activities, and evaluation of existing tools and resources (internationally) which promote gender equity in STEAM, according to:
-Impact on the perception about the role of women (positive change)
-Empowerment of young students to envisage and follow STEAM careers
-Availability at the European level.
B. Key competences that students can improve through game-based approach and critical factors that increase their potential to have good career prospects in STEAM. Key factors for getting successful knowledge transfer and competences improvement.
C. Specific activities based on game-based STEAM education and serious games that enhance gender equality in STEAM. The activities will be presented in a way that is easy to implement in the classroom and to evaluate its results (title, scope of activity, number of participants, participant selection, description of activity, specific materials needed to implement it, evaluation sheets for the teachers, evaluation sheets for the students).
“O3- Instructional guide on game-based education and activities for promoting gender equality in STEAM” will provide useful insights for the design of “O4- FemSTEAM Mysteries game” and “O5- FemSTEAM Mysteries Library and Toolkits”. Moreover it will be directly connected with “O2- Instructional guide on Role-model education for promoting gender equality in STEAM”.
The Co-creation of the O3 will be relevant in two ways:
1. The involvement of teachers and students (end-users) in the specification of critical points and the requirements will match the existing needs.
2. The selection and evaluation of game-based approaches and tools will be used as a publishable output to be disseminated to the target groups, increasing the visibility of the project and creating a direct impact on those teachers and students that will end up not attending the training and dissemination actions to be organized at a later stage within the project.