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Author: Jiménez Iglesias, M.
Müller, Jörg  
Ruiz Mallen, Isabel  
Kim, E.
Cripps, E.
Heras, María
Filipecki Martins, S.
van Laar, M.
Tramonti, M.
Valenzuela Zapata, A.
Gras Velázquez, À.
Akue Da Silva, A.
Alexopoulos, A.
Baldursson, R.
Bes, M.
Benameur, Z.
Bogner, Franz X.
Cala, V.
Ceuleers, E.
Daras, D.
Dochshanov, A.
Giampaoli, D.
K¿rmac¿, H.
Kolenberg, K.
Martev, I.
Ronsijn, S.
Siotou, E.
Tortosa, M.
Vizzini, C.
Keywords: Science, Technology
Engineering and Mathematics Education (STEM education)
Science, Technology, Engineering Arts and Mathematics Education (STEAM Education)
gender stereotypes
gender bias
Issue Date: Jun-2018
Publisher: Scientix Observatory
Abstract: Gender aspects continue to play an important role in science education, conditioning study choices or shaping beliefs about one's own capacities and those of others. Performing arts based initiatives are on the forefront of innovative science education approaches and have participatory, dialogic and dialectic qualities to engage students in democratic, inclusive and reflective ways of learning. Both these dimensions can be brought together in order to explore how arts-based science education can contribute to address gender bias and stereotypes in educational and team-collaborative settings.
Language: English
Appears in Collections:Articles

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