1. Curiosity, inquiry & critical thinking through STE(A)M
Module rationale
This module introduces parents to curiosity and inquiry as the starting points of learning in STE(A)M. It presents simple ways to support exploration, questioning, and thinking at home, without requiring specialised knowledge. Parents often feel pressure to provide correct answers.
This module shifts that role towards guiding thinking, asking questions, and creating space for exploration. Everyday situations become opportunities for learning through observation and discussion.
The module contributes to girls’ participation in STE(A)M through strengthening confidence, independence, and willingness to explore. It follows an inquiry-based and non-formal learning approach, while also addressing the need for supportive and gender-sensitive environments at home.
Learning Objectives
After completing this module, parents will be able to:
- Describe curiosity and inquiry in simple, everyday terms
- Use open-ended questions to support thinking and exploration
- Recognise opportunities for STE(A)M learning in daily life
- Respond to their daughters’ questions in ways that promote independent thinking
Curriculum
- 6 Sections
- 16 Lessons
- Lifetime
- Background & key concepts7
- 1.1Curiosity and inquiry in everyday life
- 1.2What is inquiry-based learning?
- 1.3How inquiry-based learning works in practice?
- 1.4Asking questions that support thinking
- 1.5Learning through observation and experimentation
- 1.6Inquiry as a process of developing understanding
- 1.7The role of adults: from giving answers to guiding thinking
- Why this matters for girls2
- Practical examples3
- Practical activities for parents & daughters3
- Take-home messages1
- Evaluation1
References
Constantinou, C. P., Tsivitanidou, O. E., & Rybska, E. (2018). What is inquiry-based science teaching and learning?. In Professional development for inquiry-based science teaching and learning (pp. 1-23). Cham: Springer International Publishing.
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex roles, 66(3), 153-166.
Heaverlo, C. A., Cooper, R., & Lannan, F. S. (2013). STEM DEVELOPMENT: PREDICTORS FOR 6TH-12TH GRADE GIRLS’INTEREST AND CONFIDENCE IN SCIENCE AND MATH. Journal of Women and Minorities in Science and Engineering, 19(2).
Linn, M. C., Bell, P., & Davis, E. A. (2004). Specific design principles: Elaborating the scaffolded knowledge integration framework. In M. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 315–339). Mahwah, NJ: Lawrence Erlbaum Associates
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496.
National Research Council, Center for Science, Mathematics, Engineering Education, & Committee on Development of an Addendum to the National Science Education Standards on Scientific Inquiry. (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Academies Press.
Riegle-Crumb, C., & Morton, K. (2017). Gendered expectations: Examining how peers shape female students’ intent to pursue STEM fields. Frontiers in psychology, 8, 329.
UNESCO (2017). Cracking the code: girls’ education in science, technology, engineering and mathematics (STEM); report of the UNESCO International Symposium and Policy Forum. Retrieved on 24 March 2026, from: https://unesdoc.unesco.org/ark:/48223/pf0000260079
