Current Status of Women and Minorities in Stem When you ask someone to name an influential female scientist, they might have trouble coming up with a list. The same goes for scientists that fall under different ethnic backgrounds. You might ask yourself why? It is because of history. Women weren't given the opportunities that men were given in getting a strong scientific education. If they did, they weren't given the credit they deserved (example: Rosalind Franklin). Rosalind Franklin was one out of two women that got her doctoral degree at her university. While she was there she was constantly being seen as less of value than the men were. When she made a scientific discovery, men stole her discovery and published it so they got the credit and she didn't! What should we do about it? We need to WEAVE women into science curriculum. As a future educator it is so important to show my female students they can be successful scientists as well! In a study done in 2000, 66% of girls reported they had a strong interest in science. By 8th grade that percentage dropped to 47%. That is a 19% drop and at an age where they are especially influenced by the things around them. If students grow up without being able to visualize themselves in a particular setting how should they ever be able to have that as a dream or goal? The same goes for minorities. We don't equally represent them in the classroom. How do we do it? In an article from Science Scope called "Weaving Women into the Science Curriculum" it gives a plethora of ideas that teachers should use. These ideas included:
The bigger font is what I have seen done in my methods course. With my experience, it was very helpful to see how women were represented in the early to mid 1900s. I was Rosalind Franklin for my assignment. It was incredible how she got her studies stripped away from her. If that happened to a male, I could imagine the situation would've been a lot different. Reference for article Campbell, A. (2007, October 1). Weaving Women into the Science Curriculum. Science Scope, 54-58.
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When I was reflecting on my favorite science classroom experiences, I remembered the experiments my teacher Mr. Kelly used to demonstrate. He has been an incredible example of what an exceptional science teacher should look like. This experiment comes from a demonstration he did in class. Bobbing Bertha What you Need: capillary tube, plastic water bottle with cap, food coloring, bunsen burner with gas source, match, water, and googles What will be covered: Water and Air Pressure You get to keep the cartesian diver and can trick people into think you are pulling the bubble down with a magic string! Let's Get Started!Start by ripping off the label on the water bottle and fill it with water so only a little bit of air is in it. Then, light your bunsen burner with the gas source and a match. Now you should put the "capped" end of the capillary tube in the bunsen burner fire for about 15 seconds. Put your mouth on the open end and give it a little puff. You should see a glass bubble form. Break the glass on open end so the capillary tube is a little shorter. Use food coloring to dye your water whatever color you want. Place the glass bubble in your water bottle. Put the cap on your water bottle tightly. Now you have a Bobbing Bertha When you squeeze the bottle Bertha should sink to the bottom (seen in picture). When you let go Bertha should come right back up? Why? Let's talk about it! Video that shows what it would look like How this relates to SteamScience: Water Pressure
Technology: Creating an instrument Engineering: Designing the instrument Arts: Creative colors and using artistic abilities for divers Math: Can later calculate the speed it moves, how far it moves, mass, force |
AuthorAnna Kirkpatrick www.teacherspayteachers.com/store/kirkpatrickscience
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