Helping girls discover science, engineering, and technology
From highschool to college less girls take classes that can involve math and science.Helping girls discover science, engineering, and technology
From highschool to college girls take less technology classes that can involve math and science. Are girls growing up to be included in tomorrow's world? Are they trying today - to catch up with the HIGH TECHNOLOGY WORLD?
Research suggests that there has been an increased demand for work-related adult education, resulting from changes in the labor market, technology, and management practices. Among participants, women were more likely than men to report taking formal work-related courses to learn completely new skills or knowledge (80 percent vs. 73 percent, respectively).
Helping girls discover science, engineering, and technology from birth until they have conquered it.
Government data show that girls fall behind boys in math and science as they progress through school.
In the fourth grade both boys and girls like math and science.
Girls fall behind boys in math and science after fourth grade, according to the National Center for Education Statistics.
Why?
Today, only one-fifth of engineering majors are women. The numbers show it. We need to work harder to encourage girls to enjoy science & math just like the boys.
Girls need to grow up and be able to balance their checkbooks and earn more.
This is serious. Engineers make 50 times more than a waitress does.
Helping girls discover science, engineering, and technology from birth until they have conquered it.
Tips on helping girls grow up to love science and math: You can participate by supporting a hands-on science experience in your home, field trip school, shopping and community. Take her on science field trips every year. Enjoy learning together. Make it fun. Study a rock. Talk about it.
Go to a stream show her the life in the water. Discuss the importance of nature. Have her touch a worm. No big deal. It is harmless.
Think ahead. Get involved with projects that can help her in high school to overcome the fear of touching something that might make her squeamish.
After all girls will be girls.
Interactive activities with math can be fun for both girls and boys
From grade six to highschool make sure she is taking technology classes that involve math such Drafting & Mechanical Drawing.
Helping her with math: Start early with math. If she is having problems with adding and subtracting get her a tutor right away. Look out for the fractions and measurements. Girls have more problems understanding the concepts of measurements than boys do. Math is important.
Try theses Who Will Win games: Challenge her to out beat your best math estimate. Going shopping can be a fun way to learn how to estimate.
Who Will Win - guessing the closest price of the items in the shopping cart at check out time. Have your daughter do the adding for the grocery shopping cart items starting at about age six or sooner. Show her how to estimate. Tell her to round it out to the closest dollar.
Try Measure The Rug Area with a yardstick: First, discuss with her what is written on the yardstick. Inches, feet and so on. Next, ask her to measure the living room space area because you might be buying new rug and need to know how much to buy.
Kind in mind that studies show after grade four girls start to lose interest in math and science.
Start today and look for a worm. Read all you can together with your children to learn more about worms facts. Worms are cute.
Copywritten 2006 by Dr. J. Sadowy of www.earn-degree.com. Earn Degree Online All Rights Reserved. No part of this article may be used on any website without consent.
Research suggests that there has been an increased demand for work-related adult education, resulting from changes in the labor market, technology, and management practices. These changes have placed new demands on workers, who increasingly are expected to assume multiple responsibilities, handle changing procedures, and use a broad base of knowledge on the job (U.S. Department of Commerce et al. 1999). During the 1990s there was an upward trend in participation rates in adult education programs overall, and among most subgroups identified by age, sex, race/ethnicity, educational attainment, and income (Creighton and Hudson 2002). While previous research has examined trends in participation rates, additional information about reasons for participation is needed to understand why adults take formal work-related courses. Such courses may help adults to respond to labor market demands, fulfill their own desires to learn and improve their skills, or satisfy employers' requirements (for example, for certification or skill development).
