In a world constantly evolving, technology and innovation are more vital than ever. However, women and girls remain significantly underrepresented in STEM fields.
STEAM Tales: Enhancing STEAM education through storytelling and hands-on learning is an innovative and educational initiative that seeks to inspire and empower primary school teachers and pupils, with a particular focus on girls, in the fields of Science, Technology, Engineering, Arts, and Math (STEAM).
What sets "STEAM Tales" apart is the innovative fusion of storytelling and hands-on learning. Our research has shown that combining these seemingly opposite methodologies proves to be highly effective. By introducing students to inspiring stories of women in STEAM fields, we aim to create relatable role models. This narrative approach complements hands-on experiments, ensuring a holistic understanding of STEAM subjects.
The project is set to provide primary school teachers with comprehensive and user-friendly educational materials, including an introductory guide, a collection of inspiring stories, and a set of lesson plans with hands-on experiments. These resources will serve as invaluable tools for educators, empowering them to make STEAM education exciting and relevant for their pupils.
In a world constantly evolving, technology and innovation are more vital than ever. However, women and girls remain significantly underrepresented in STEM fields.
STEAM Tales: Enhancing STEAM education through storytelling and hands-on learning is an innovative and educational initiative that seeks to inspire and empower primary school teachers and pupils, with a particular focus on girls, in the fields of Science, Technology, Engineering, Arts, and Math (STEAM).
What sets "STEAM Tales" apart is the innovative fusion of storytelling and hands-on learning. Our research has shown that combining these seemingly opposite methodologies proves to be highly effective. By introducing students to inspiring stories of women in STEAM fields, we aim to create relatable role models. This narrative approach complements hands-on experiments, ensuring a holistic understanding of STEAM subjects.
The project is set to provide primary school teachers with comprehensive and user-friendly educational materials, including an introductory guide, a collection of inspiring stories, and a set of lesson plans with hands-on experiments. These resources will serve as invaluable tools for educators, empowering them to make STEAM education exciting and relevant for their pupils.
In a world constantly evolving, technology and innovation are more vital than ever. However, women and girls remain significantly underrepresented in STEM fields.
STEAM Tales: Enhancing STEAM education through storytelling and hands-on learning is an innovative and educational initiative that seeks to inspire and empower primary school teachers and pupils, with a particular focus on girls, in the fields of Science, Technology, Engineering, Arts, and Math (STEAM).
What sets "STEAM Tales" apart is the innovative fusion of storytelling and hands-on learning. Our research has shown that combining these seemingly opposite methodologies proves to be highly effective. By introducing students to inspiring stories of women in STEAM fields, we aim to create relatable role models. This narrative approach complements hands-on experiments, ensuring a holistic understanding of STEAM subjects.
The project is set to provide primary school teachers with comprehensive and user-friendly educational materials, including an introductory guide, a collection of inspiring stories, and a set of lesson plans with hands-on experiments. These resources will serve as invaluable tools for educators, empowering them to make STEAM education exciting and relevant for their pupils.
TARGET GROUPS
- Our primary target group consists of primary school teachers seeking to enhance their pedagogical skills and empower their students.
- Our secondary target group are pupils between 6 and 9 years old, especially girls, since they will benefit from engaging STEAM content.
Furthermore, we aim to create impact on:
- Stakeholders such as school communities in participating countries and beyond, who will benefit from the valuable resources for improving their teaching practices; and
- Participating Organisations by highlighting the significance of this approach within the local and national school sector through the transfer of skills, information, and best practices in subjects such as ICT, non-formal and formal learning structures, and STEAM pedagogy.
TARGET GROUPS
- Our primary target group consists of primary school teachers seeking to enhance their pedagogical skills and empower their students.
- Our secondary target group are pupils between 6 and 9 years old, especially girls, since they will benefit from engaging STEAM content.
Furthermore, we aim to create impact on:
- Stakeholders such as school communities in participating countries and beyond, who will benefit from the valuable resources for improving their teaching practices; and
- Participating Organisations by highlighting the significance of this approach within the local and national school sector through the transfer of skills, information, and best practices in subjects such as ICT, non-formal and formal learning structures, and STEAM pedagogy.
TARGET GROUPS
- Our primary target group consists of primary school teachers seeking to enhance their pedagogical skills and empower their students.
- Our secondary target group are pupils between 6 and 9 years old, especially girls, since they will benefit from engaging STEAM content.
Furthermore, we aim to create impact on:
- Stakeholders such as school communities in participating countries and beyond, who will benefit from the valuable resources for improving their teaching practices; and
- Participating Organisations by highlighting the significance of this approach within the local and national school sector through the transfer of skills, information, and best practices in subjects such as ICT, non-formal and formal learning structures, and STEAM pedagogy.
The main results of the project are:
"Empowering girls through STEAM: cultivating curiosity and creating opportunities" to emphasize the positive impact of combining STEAM and storytelling in primary schools;
Assessment Protocol
to measure STEAM Tales' impact on children;
24 Lesson Plans
that incorporate STEAM experiments and include all aspects of how to perform and direct experiments with pupils, particularly girls, including story sessions;
Project duration: 01/09/2023 to 31/08/2025
Project reference: KA220-HE-23-24-161399
Pedagogical Guide
Pedagogical Guide that provides teachers with a thorough framework for using storytelling as a teaching tool across a variety of disciplines.
The main results of the project are:
"Empowering girls through STEAM: cultivating curiosity and creating opportunities" to emphasize the positive impact of combining STEAM and storytelling in primary schools;
Assessment Protocol
to measure STEAM Tales' impact on children;
The main results of the project are:
"Empowering girls through STEAM: cultivating curiosity and creating opportunities" to emphasize the positive impact of combining STEAM and storytelling in primary schools;
Assessment Protocol
to measure STEAM Tales' impact on children;
Pedagogical Guide
Pedagogical Guide that provides teachers with a thorough framework for using storytelling as a teaching tool across a variety of disciplines.
Project duration: 01/09/2023 to 31/08/2025
Project reference: KA220-HE-23-24-161399
24 Lesson Plans
that incorporate STEAM experiments and include all aspects of how to perform and direct experiments with pupils, particularly girls, including story sessions;
Pedagogical Guide
Pedagogical Guide that provides teachers with a thorough framework for using storytelling as a teaching tool across a variety of disciplines.
Project duration: 01/09/2023 to 31/08/2025
Project reference: KA220-HE-23-24-161399
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
