2. Creativity, design & problem-solving in STE(A)M

Module rationale

This module invites you to explore science and technology alongside your daughter through creativity and hands-on discovery. It is designed to help you feel confident guiding STE(A)M activities, even if you do not have a scientific background. Through simple, experiential learning moments, you will support your daughter’s curiosity and self-belief. Together, you can help shape a more inclusive and empowering vision of science.

The purpose of this module is to help you:

Foster confidence, persistence, and problem-solving skills through creative experimentation.
Use everyday experiences as opportunities for collaborative STE(A)M learning.
Challenge gender stereotypes by presenting science as accessible and inclusive.
Encourage your daughter to see herself as capable and belonging in STE(A)M fields.

Learning Objectives

After completing this module, parents will be able to:

Recognize creativity and problem-solving as key STE(A)M skills
Understand how everyday activities can develop scientific and technological skills
Support daughters with inclusive and encouraging language
Foster an exploratory approach, letting daughters take the lead in discovery

Curriculum

6 Sections
10 Lessons
Lifetime

Expand all sectionsCollapse all sections

Background & key concepts
1
- 1.1
  Creativity in STE(A)M
Why this matters for girls
1
- 2.1
  Confidence Grows Where Girls Feel They Belong
Practical examples
4
Practical activities for parents & daughters
3
Take-home messages
1
- 5.1
  Take-home messages
Evaluation
1
- 6.1
  Evaluation
  3 Questions

References

stemlab. (2020, May 22). Scienza e questioni di genere: Educare le giovani donne alle materie STEM. Percorsi con i bambini. https://percorsiconibambini.it/stemlab/2020/05/22/scienza-e-questioni-di-genere-educare-le-giovani-donne-alle-materie-stem/

Rossiter, M. W. (1993). The Matthew Matilda effect in science. Social Studies of Science, 23(2), 325–341.

Maddox, B. (2003). Rosalind Franklin: The dark lady of DNA. HarperCollins.

Poincaré, H. (1908). Science et méthode. Flammarion. (English translation: Poincaré, H. (1914). Science and method (F. Maitland, Trans.). Thomas Nelson and Sons.)

European Commission. (2020). A new ERA for research and innovation. Publications Office of the European Union.

Henriksen, D. (2017). Creating STEAM with design thinking. The STEAM Journal, 3(1), 1–11.

OECD. (2019). PISA 2018 results (Volume II): Where all students can succeed. OECD Publishing.

UNESCO. (2017). Cracking the code: Girls’ and women’s education in STEM. UNESCO.

World Economic Forum. (2020). The future of jobs report 2020. WEF.

Aguilera, D., & Ortiz-Revilla, J. (2021). STEM vs. STEAM education and student creativity: A systematic literature review. Education Sciences, 11(7), 331. https://doi.org/10.3390/educsci11070331

European Commission. (2024). Gender equality strategy 2020–2025: Annual report 2024. Publications Office of the European Union.

European Commission. (2025). European skills agenda and STEM education priorities for competitiveness and sustainability. Publications Office of the European Union.

Free