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İsmail sarıkaya Turkey
ı observed

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Jeane de Fatima, Rio de Janeiro, Brasil 

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Jeane de Fatima, Rio de Janeiro, Brasil 

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The videos were very interesting and we need to stop the myth of profession for boy and girl profession.
It is in the 21st century but the mentalities seem of the last century where the woman was only the housewife or teacher or nurse
I create Astronomy activities that awaken curiosities and in jest we can encourage and demystify this brand of boy's professions and girl's professions.
Everyone is capable

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The use of a practical / experimental approach highlights how not only boys but also girls are brought to the sciences. Moving more and more out of existing thoughts and stereotypes

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In my job, at school, I already practised n°1,2,3 and 5. But I still need to improve  n° 4,6,7 practices.
I'm used to organize an event about Space where all parents, friends and other people are invited. For this occasion, students introduce to visitors what they have learnt about space, using posters, video, lectures or other performances. With no difference between boys and girls

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Gender Balance in Philippine Science Education

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Gender Balance in Philippine Science Education

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Of the seven guidelines, we are already practicing the following:

1. Address women invisibility in science - we invite resource persons of both genders to be part of our activity.
2. Actively challenge stereotypes - we show our students that the scientific profession is both open for boys and girls
3. Promote mentors and provide role models - we specifically ask schools where we bring our Science Explorer bus to bring to us ordinary students who do not have inclination to science so that we can show to them to wonderful world of science.

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I have already applied:
1.       Actively challenge stereotypes

2.       Mirror your own gender equity and of your own institution

3.       Address women's invisibilty in science, and highlight important  women scientists

I need to improve:
1.       Actively target girls, but design for boys and girls

2.       Target parents

3.       Adopt participatory design approaches

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School can do a lot,  in promoting and suggesting girls to study Science, but I strongly believe school should be supported by the rest of the Media, a real battle should be undertaken to get rid of ancient well rooted stereotypes. I try my best to show how fascinating the world of science is, mainly using a very experimental approach.

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I don't think this stereotypes do exist in Portugal, it is rather common for girls to go to STEM careers. Even though I integrate on my classes several of the guidelines presented.

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I already apply:
- Actively challenge stereotypes, by using short films similar with the one proposed here.
- Address women invisibility in science by highlighting women scientists in every occasion.
- Mirror my own gender and cultural equity.

I still need to improve:
- Adopt more participatory design approaches than I do.
- Target parents.
- Promote mentors and provide role models.

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In my classes I observed that both boys and girls are affected equally to aspects of ICT in space and astronomy

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Space is a great topic to manage diversity and gender balance. I try to apply these guidelines and think you can see that we already have some spacegirls in our class.But I still have to work on them and especially on the parents.

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Last year I taught  my students (aged 10-11) about Samantha Cristoforetti, first Italian woman sent to the space and about her trip. We had a very nice conversation about it, but no one of the girls would like to have a similar experience.

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I already apply:
1.       Actively challenge stereotypes

2.       Mirror your own gender equity and of your own institution

3.       Address women's invisibilty in science, and highlight important  women scientists

I need to improve:
1.       Actively target girls, but design for boys and girls

2.       Target parents

3.       Adopt participatory design approaches

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I have done:

1.    Actively challenge the sterotypes.

2.    Actively target girls , but design for boys and girls.

3.    Address women’s invisibility in science and highlight important woman scientists.

I still haven`t done:

1. Target parents

2. Adopt participatory design approaches

3. Mirror your own gender equity and of your own institution

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Activities that I've done:
Speaking of women without much recognition have contributed to major scientific discoveries;
Organize a seminar to present models of women who work actively in the field of STEM; .
Instill confidence in the students on their potential.
activities to be done:
Connect students in videoconferences with women working in the field of space;
Make pupils reflect on lororeali interssi study;
Involve parents and make them understand that scientific careers are suited to girls.

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The three practices that i have applied in the classroom are:

1. Actively challenge the sterotypes.

2. Actively target girls , but design for boys and girls.

3. Address women’s invisibility in science and highlight important woman scientists.

Three practices that i have to address are :

1. Target parent.
2. Adopt participatory design approaches
3. Mirror your own gender equity and of your own institution

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The three practices that i have applied in the classroom are:

1.    Actively challenge the sterotypes.

2.    Actively target girls , but design for boys and girls.

3.    Address women’s invisibility in science and highlight important woman scientists.

Three practices that i have to address are :

1. Target parents

2. Adopt participatory design approaches

3. Mirror your own gender equity and of your own institution

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I usually challenge stereotypes, I try to target girls although I design for both of them. I always highlight important women scientists. I still have to work on promoting mentors and providing role models. Furthermore, I have to target parents.

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I usually challenge stereotypes, I try to target girls although I design for both of them. I always highlight important women scientists. I still have to work on promoting mentors and providing role models. Furthermore, I have to target parents.

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I try to be as equal as possible, but I know that I have lived in a gender unbalanced society since I was born, so I suppose that I have to improve a lot of things when I teach. I have started trying to talk about different women scientists, and to make my student thing about the different roles at home. I will try to collaborate with my colleagues on this topic.

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I know there are still many jobs who aks for a women  or a men specifically, and that's not quite understandable because Portuguese Law is against it.

In my classroom I always try to minimize any mispercetion on relation to girls or boys. I try to treat them equally no matter what.

In my classroom I always use the following  guidelines:
Actively challenge stereotypes - this is the first step that I usualy do, followed by a brainstorming excercice about any subject;
Promote "mentors" and provide "role models" - this is particulary important since mentors and role models take active part in learning process
Target parents - this is very important since parents should adopt the same way of thinking that students are guided in classroom.
Mirror your own gender equity and of your own institution - showing students that any gender can do any task inside school

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I'm very interested in this theme, in our classroom often the girls are unfortunately less interested in STEM disciplines. Often the family orients them to other interests.

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I think we have to find role models that will serve as an example in encouraging girls to follow their passion for science. My older daughter is 18 years old and the last 6 years she is in the department for special gifted students in mathematics. She's one of the two girls in the class of 17 students. I learned a lot from her example of how she feels frustrated sometimes that has not received adequate support from teachers, even when it was necessary and it is really disheartening. As a very pretty girl, nobody's takes her seriously, although she has number of successes in various competitions in mathematics and physics, and is certainly more successful than majority boys in the class. I still think that in our society there are deep-rooted prejudices which we must get rid as soon as possible.

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Children need to be stimulate in thinking space and in the same time to feel that we respect them in their opinion and in their expectations .

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Children need to be stimulate in thinking space and in the same time to feel that we respect them in their opinion and in their expectations .

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I have already applied number 1, 2, 3 & 7.
I still need to improve 4 & 5.

I am going to have this poster out of my class next week. I designed  it yesterday with my students.
I have to be creative and motivative. This will be my ...start-point for this semester !

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Need some role models to be introduced to class and be engaged to some kind of project with the students

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Need some role models to be introduced to class and be engaged to some kind of project with the students

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I am currently teaching 8-9 year old students, which is a crucial age for children -there is still time to question stereotypes and intervene to their shaping of perceptions on what gender is and how it affects all sides of our lives.So far, I consciously try:
# to actively challenge  stereotypes [they just pop up all the time through everyday classroom practices and activities!]
# to target girls but design in a way that makes boys a target of "gender and diversity training" as well
# to address women's invisibilty in science, and highlight important  women scientists [Marie Curie my favorite one<3] and
# to mirror my own gender equity

I still need to work more on promoting "mentors" and provide "role models", target parents and adopt participatory design approaches more efficiently.
First idea, inspired by this very padlet, to come up with a Greek woman scientist as a role model and introduce her in class, is that I want to find out more about Chrysa Kouveliotou - a NASA astrophysics genius- who started from Athens and has become one of the most prominent scientists in the field of blackholes and gama type explosions and magnestars in NASA, referred here by Constantina Beba. [Thank you so much!]

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I apply n. 1,2,3,6 and I need to improve 4,5,

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I will present  students to the class documentary  movies,  about famous women in science, documentaries about the time evolution of science, about various fields within science and astronomy.
I will suggest to conduct drawings on paper and electronically with various applications, on how to promote science / astronomy, in which area they would like to work.

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I teach physics to students of the 12th grade. Traditionally, there are more boys than girls, physics enthusiasts. I think that I am dealing equally, boys and girls, but I am not so sure, so I intend to ask a colleague (woman) for observation and to give me her  opinion.
I liked the idea of highlight examples of women with scientific careers in the field of physics, astronomy or astrophysics, especially school alumnae where I teach.
Kind regards.

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During schooltime I apply 1, 4 and 7. I need to improve the rest, specially 5

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When opportunity arises, I try to bring up/highlight women from different countries around Europe who have shined in the field of Space science and use them as role models/tangible examples of both genders' equity regardless of one's socioeconomical and cultural background.
What I find tricky to cope with are target parents and alter their stereotyped point of view on the gender restrictions when pursuing a future space science career

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I still have to address issues (1) how to challenge gender and socioeconomical-background stereotypes, (2) target parents on the future carrier oportunities both girls and boys can have as far as space science is concerned, and; (3) provide role-models/female Greek scientists that have outstood in space science.
I have already mirrored my gender and culture equity and of the institution I work for. I also try to adopt participatory design approaches always taking into acount the restrictions and obstacles posed by our messed up Curiculum.

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The 3 practices I've already applied in the classroom are:
(a) Actively challenge the Stereotypes most students have that space is only for boys.
(b) Highlight Greek women scientists in the field of space science
An example I brought to the students was the case of Chrysa Kouveliotou - a NASA astrophysics genius- who started from Athens and has become one of the most prominent scientists in the field of blackholes and gama type explosions and magnestars in NASA.
(c) Mirror my own gender and culture equity and of the school i work for.
Three practices I still have to address to are:
(a) find ways to convince parents and girls that a future space-science career is open for both genders ,
(b) to provide raw models for girls too: It's quite difficult -if not possible- to visit the Athens' Observatory on educational projects and interract with a female scientist or of different cultural/socioeconomical background.
(c) adopt participatory design approaches.

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I still need to highlight important women scientists, challenge stereotypes and target parents and girls.I thing i already mirror my own gender ,provide role models and adopt participatory design approaches.I never thought all these in that way before.Thank you.

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Italy is the Rita levi MontalcinI career in neurobiology or the mission of Samantha critoforetti

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To encourage gender balance it seems useful to spread the biographical sketch of some women who have dedicated themselves to scientific inquiry, in order to give some indications of the manner in which the relationship between women and science through the centuries is articulated. I believe that knowledge of the biographies of those who have dedicated themselves is very close to the sensitivity of adolescents. I believe that presenting positive role models of female figures that have been expressed in scientific work can allow a young woman to imagine naturally and casually its own presence in the world of science and technology.
I think that, in order to  encourage girls to the frequency of all kinds of studies, particularly scientific ones, is important to show them examples of women who have achieved excellent results in areas where men generally work. For example, in my lessons I often talk about  Samantha Cristoforetti, who has shared  to Italian people her incredible spatial experience. Her simple stories from the spacecraft and spectacular images of the Earth taken from the small porthole with space view have made a subject hitherto used only by few, more accessible.

I hope, instead, improving in my lessons the target parents, because many families  still have conventional ideas.

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When it is possible, my students follow the lessons in a computer room. This helps to improve the learning ability with inquiry, because not all of my students have computers at home, and their parents are not ready to accept special careers for them.
In my teaching activity I often try to manage diversity and gender balance by encouraging girls to overcome stereotypes. For example, last week we talked about Annie Féolde that, in 1993 became the first woman chef in Italy to be awarded a third Michelin star, which she still holds today.
But I must not forget that I am a biology teacher and I told them that women have had, in the relatively recent period, the opportunity to attend university. The opening of the University to the Women, which took place in the second half of the nineteenth century, marked the time when the contribution of women to scientific research has been able to consolidate and expand.

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Sara G., Italy                                    I speak about Samantha Cristoferetti too, but even more often I tell the life of Marie Curie to my students. Two scientific Nobel at the beginning of the twentieth century. What a fine example!!!! 

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Sara G., Italy                                    I speak about Samantha Cristoferetti too, but even more often I tell the life of Marie Curie to my students. Two scientific Nobel at the beginning of the twentieth century. What a fine example!!!! 

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I often speak and show of Samantha Cristoforetti video in the International Space Station. I speak with enthusiasm because Space is my passion, and I try to transmit this passion to my pupils. The enthusiasm and the example plague, regardless of gender.

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practices I already apply in my classroom 1, 2 , 3 , 4, , 6, 7
I'll present a model for schoolchildren of the city of Azrou, Morocco October 22, 2016: Meriem El Yajouri, Doctor of stellar physics and her caravan of space

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actually not only space subject,problem is engage female pupils into science matter.if i start to attract their attention,I'd start to introduce the life of marie curie i guess..

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I have been teaching since September 2015 so I had not the chance to teach science yet. I promise to apply in my classroom the guidelines I have just read.

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In my country, there is not too much difference about being interested in science between boys and girls. As a feminist science teacher I use all of these topics in my classroom but hardest part is the “Target Parents” for me because a large proportion of the population is patriarchal in my country.

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Girls and boys should have the same opportunities. The gender should not be an obstacle at all. Girls can also interested in Science and space career. It's true that such girls are very few but we, teachers must do our best to encourage them!

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Topic: Who could be an astronaut?

Actively challenge stereotypes:I would use the role model videos that space awareness project prepared.

Address women's invisibility in science, and highlight important women astronauts: I would highlight women scientists

Promote "mentors" and provide "role models": I would try my students to come in touch with a woman astronaut.

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In my classroom the boys and the girls that are interested in stem jobs are about equal in numbers.
Girls are usually better in theoretical knowledge but boys in practical subjects. e.g. a few girls know the mechanical parts of a car.
It is true that more girls nowdays enter the so known "men jobs" like engineering.
It is also true that although the status is changing (slowly though) it is still more difficult for a girl to take a position to some proffessions that are not considered for women.
Parents also make a progress towards boys and girls indiscrimination. I think the problem here is mainly that most children want to find a job where they live, so their choices are restricted. However, videos with women in no traditional jobs would be very useful.

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3 practices I already apply in my classroom: actively challenge stereotypes; target parents; adopt participatory design approaches.
3 practices I will need to improve: actively target girls, but design for boys and girls; Address women invisibility in science; promote "mentors" and provide "role models".

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I my (mixed gender) school there are 8 science teachers. Only one of them is a man who teaches junior science. The teachers of physics, chemistry and biology at senior level are all women. Although there is a higher proportion of boys learning physics there are still a reasonable number of girls learning at all levels. An equal number of boys and girls take junior science. We run a mandatory science projects competition in the junior cycle.
What can we do better?.... encourage more inquiry at the younger age to both boys and girls and emphasizing the many careers that are based on science education.

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When I start to teach Physics, Chemistry or Astronomy, I like to present great female, like: Marie Curie, Lise Meitner (chemical element 109 Meitnerium, is in her honor) and NASA´s astronauts: Eileen Collins (command a Mission spatially TS-93), Susan Helms (Flight engineer on the ISS) and Peggy Whitson (command the Space Station) ....

As a teacher I am very happy when I receive an email from former students, (future engineers) and thanking me for them to have awakened a taste for physics.

I have already applied  the 1, 2 and 3. And I would like to improved the others…

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France is trying to bring equality between girls and boys ! We have a lot of work left !

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Overview from wikigender.org: "Finland is a pioneer in gender equality, and is the first country in the world to give women both the right to vote and stand for election (1906). Strong female political participation, reflected in the election of a female president in 2000 and again in 2006, is higher than EU and OECD averages, and has helped earn Finland top rankings in the World Economic Forum’s Global Gender Gap Report; Finland was third in 2010 after Iceland and Norway. Legislation tackling discrimination against women in employment have not managed to reduce the significant pay gaps caused by the strong segregation of the labour market." So, coming from this background, gender equality is in many aspects taken for granted here in Finland. But there is still work to be done:

Three practices I already apply in my classroom:
- Actively challenge stereotypes
- Adopt participatory design approaches
- (Actively target girls), but design for boys and girls

Three practices I still need to improve:
- Address women's invisibilty in science, and highlight important  women scientists
- Promote "mentors" and provide "role models"
- Target parents

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I will start this week with World Space Week involving kids in different activities as watching videos even movies, role play games. Girls in my classes are somehow artistic, so I'll try to involve them to use their imagination and to write or draw space.

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In the last year I suggested to my students to analyze the word problems of their book  looking for the kind of social position and gender of the person playing in the narrative of the problem.
We found that 80% of characters were male and only male characters handed big amounts of money. The 20% of female characters were unemployed, used small amounts of money to buy irrelevants objects or were concerned with their look.
We wrote to the author of the book but we are yet waiting for his feedback.

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I have already:
1. Mirror my own gender equity and of my own institution

2.      Adopt participatory design approaches

3.      Actively target girls, but design for boys and girls
I have still to improve:
1.      Actively target girls, but design for boys and girls

2.      Address women's invisibilty in science, and highlight important  women scientists

3.      Promote "mentors" and provide "role models"

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Unfortunately, we still have books that only presents males scientists. So, when I get start to teach Physics and Astronomy, I need to present to the kids also great female scientists, astronauts, engineering, and more. It's hard to change some mentalities, specially if you have at home only the fathers with a job and the mothers in unemployment.

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I wasn't so aware of the base of diversity and gender balance. In my class I have a boy with learning problems. He is totally part of the group. In the first few weeks of the schoolyear I was aware of the fact that the class had to accept all differences between the children. So it is a normal thing for me. But I wasn't aware that the base of stereotypes was made in the age 5 - 7. Now I'm more aware of that fact I will be more challenging stereotypes in my class.

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On the first session with 13 years old students, they draw "A scientist". Of course, allmost were men scientists. We had spoken about women situation in science and scientists on TV.

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I had mixed classes ratio 50/50, but I dont see big problem on diversity, they all learning same, for me no mater girl ar boy, they are equal. I try this 3 methods:
1) Activeli challenge stereotypes (I using examples from history of science)
2) Eqaul opportunities and activities
3)Boys must prepare summary about famous famale scientist, girls must do same but about opposite gender.
3 methods what I need to use:
1)Show video about women in science
2) Increse interest of  diversity in science for patrents.
3) Invite women scientist to tell a story about her way to science.

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Working in a boys post primary school means gender stereotyping is Rife. We  invited Dr Mae Jamieson into talk to the boys. She was the first female Afro-American astronaut into space. Their first meeting with an astronaut was a female. Yearly we ask our first year students to carry out project work on famous female scientists.
I think it is more difficult to work with parents on this as many of them have strong gender bias in their own ideas. I think the message needs to move from the boys to home on this, by providing good female role models in our schools

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Greece
1. role play
2. Equal opportunities
3  Introduce to my students  female  famous scientists  in order to inspire girls for example  Dr Athena Coustenis .(https://womeninplanetaryscience.wordpress.com/2016/01/27/dr-athena-coustenis-just-follow-your-dreams/)

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I have a class with 12 girls and 4 boys. I try hard to avoid teaching in a "Barbie" class. This year I am trying Formula 1 competition and Space. I try to practise all of the above guidelines and I need to work more on 5.

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Showing them that they really have the same opportunities that boys have.
For example:
https://en.wikipedia.org/wiki/Dava_Newman

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Practices I already apply in my classroom:

1) Role play

2) Promoting equal opportunities

3) Having no stereotypes

Practices I would like to adopt:

1) Engaging parents

2) Video with relevant stories

3) Highlight women who are brilliant scientists

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I think I quite challenge stereotypes. I usually underline the role of women's in science.

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In a nutshell, I'm blind to gender and skin color - Nuno/Portugal

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In a nutshell, I'm blind to gender and skin color - Nuno/Portugal

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I definitely 1) challenge stereotypes of  all sorts in my classes, not just gender ones. 4) Promoting role models, particularly the ones that are within reach for my students' aspirations is a common practice to me. Take for instance the example of Erasto Mpemba. My students absolutely have 6) participatory opportunities, by design. Furthermore, they are allowed to look at every aspect of class in a critical manner. Don't just be a bystander, ask questions! Challenge everything! As to the aspects I don't apply in my class, I feel that boys lag and struggle very hard in science, and particularly in maths. So I see no need to 2) actively target girls. Rather, I actively target under performers, regardless of gender. As a trained scientist in Biochemistry, women were never 3) "invisible" in my academic life. In fact, both my college department and my current school are managed by women 7).

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I apply a number of the principles. Perhaps more work with parents would be beneficial. I have worked with middle school students challenging them to challenge gender stereotypes in general. One role model I have hailed with pride to my students has been Fabiola Gianotti (an Italian WOMAN scientist!).

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BERLIN - The renowned lab that confirmed the existence of the elusive "God particle" has selected an Italian physicist who played a key role in that research to be its new director general.

The European Organization for Nuclear Research, or CERN, said Tuesday that Fabiola Gianotti would become the first female director general when she takes over in 2016.

Gianotti's been a research physicist in CERN's physics department since 1994 and was project leader of the ATLAS experiment, which involved the collaboration of 3,000 physicists from 38 countries.

In 2012, she presented the ATLAS results, announcing the discovery of the Higgs boson, sometimes called the "God particle," which until then had only been theorized. It's regarded as key to understanding why matter has mass, which combines with gravity to give objects weight.

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Woman God particle' researcher to lead Swiss CERN lab

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BERLIN - The renowned lab that confirmed the existence of the elusive "God particle" has selected an Italian physicist who played a key role in that research to be its new director general. The European Organization for Nuclear Research, or CERN, said Tuesday that Fabiola Gianotti would become the first female director general when she takes over in 2016.

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I act actively challenge stereotypes since I was a child so I always target girls since the beginnig of my work. But I did not enogh to address women's invisibilty in science, and highlight important  women scientists and  mostly to envolve parents in this very important ideas for girls and boys.

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In my class I already apply 1, 2, 6. I need to improve 3, 4, 5.

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In my classroom I already apply 1, 3 and 4 but I need to improve the other guidelines.

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I actively challenge stereotypes, I actively target girls, but design for boys and girls and I target parents. I should improve  promote "mentors" and provide "role models", adopt participatory design approaches and mirror your own gender equily and of your own institution.

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we dont have gender problems in greece. We have many women in science too, r problem is economical not genders.

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I ask my students to deep the biography of women in Maths, Physics and ICT (Cobol language was created by a woman, Grace Murray Hopper, and the first software engineer was Ada Byron) and I show them how these woman lived in a very different historical period and for them it was even more difficult to break stereotypes (Marie-Sophie Germain had even to hide her gender using the name Antoine-August Le Blanc to take part of the scientific debate). Nowadays for us as women it is not so hard, so we must fight and feel free to chose what we like most about our carrier and our future.
I must admit 1, 2, 3 and 4 points are easier than the other for me. Most of teachers are woman as this job usually lets you free time in the afternoon but in schools men have in percentage more well paid positions. And talking with parents about gender equity it is very hard for me

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I have already apply 1,2,3 and I try to improve the others. But it's difficult

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I do actively challenge stereotypes, target parents and adopt participatory design approaches, but I need to improve:

1. Actively target girls, but design for boys and girls

2. Address women's invisibilty in science, and highlight important  women scientists

3. Promote "mentors" and provide "role models"

4. Mirror my own gender equity and of my own institution

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I actively challenge stereotypes and targeting to parents, i also adapt a female friendly approach in my lessons, but i surely have to improve all of them.

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I think that I have already applied  the 1, 2 and 3. And I would like to improved the others. But it´s not easy...

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I've already applied 1,2,3 and i want to improve the others to encourage girls and gendere balance.

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3 practices I already apply in my classroom, and 3 practices I still need to improve.

Already applied: highlight women scientists, provide role models, actively challenge stereotypes

Needed to improve: target parents, adopt participatory design approaches, mirror my own gender and cultural equity and of my institution

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In my school there is more cultural than gender bias: almost 25% of students come from outside Italy or were born in Italy from foreign parents. Often these students have to learn a new language in order to participate in classroom ativities, and there is more gender unbalance among them.
Gender unbalance is more regarding teachers than students: men teachers are less than 10% of the staff.
A project to encourage young females to take STEM studies is Girls Code it Better

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Girls are also interested in Science and space career. It's true that such girls are very few but we, teachers must do our best to encourage them!

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I would say I apply 1,2, and 3 probably most in my teaching. I try to highlight our female scientists where I can, especially the invisible ones (eg Rosalind Franklin when we do DNA). I do need to improve on the other guidelines mentioned. I never really thought to include parents but that is something I may look into as part of the STEM promotion we wish to do in the school. If parents themselves are not informed of the options open to their kids, then they cannot discuss or encourage them to pursue these subjects. Displaying students work in an area where parents can readily see it on entry to the school or even to highlight/promote the work through the school website/social media could be one avenue to use.

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I applied 1,2,3,4,5,7 I have to improve 6

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Interesting subject for girls to do it

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I applied 1, 6 and 7, I have to improve the rest.

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I have already applied:

1. Address women's invisibilty in science, and highlight important  women scientists (with my students I wrote and played  a performance named "Women in science", 4 Promote "mentors" and provide "role models an 5 Target parents. I want to improve: 1, 6 and 7.

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honestly I have never placed these problems; I myself, perhaps, often think about contributions of men and not to female scientists and i am perhaps victim of stereotypes! (3,7)
In my environment I have never noticed a gender bias;
surely there is the idea that the hard sciences are not for everyone, and I try to work on this from the first day of school (2, 4)

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I applied 1,3,4 and I must to improve 5,6,7.

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I was part of a team instructing a group of girls who showed some interest in STEM. The parents were involved (5), I brought a role model to tell them about her experience as part of a spaceship team (4), and I encouraged them to participate and express themselves in online meetings and a project they worked on in teams.

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I applied 1, 3, 4, I need to improve 5, 6 and 7

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primary school is pretty place to practice the objectives 1, 2. However each gender has its own stereotypes that must be constantly analyzed and the teacher must provide an analysis of facts and opinions, examples to open eyes to the possibilities that every human being is thrilling both for science and for art. It's a little early in primary school to think about a future profession for a student, but this can enlarge his/her field of possibilities.

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I have already applied number 1, 2, 3 & 7.
I still need to improve 4 & 5

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Applied: 3 and 6

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I teach Physics and during last year my girl students were much better than my boy students. Probably that has to do with the fact that the science teachers in my school were women. Even more, lot of my former students study now physics, informatics and engineering. I think I have to work more on parent perspectives.

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I applyed in my classroom numbers 1, 2, 4 and 7 but I still need to improve the numbers 3, 5 and 6

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Applied: 6 and 1

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I apply in my classroom numbers 1, 2 and 7.
I still need to improve the numbers 3, 4 and 6

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I apply in my classroom numbers 1, 2 and 4.
I still need to improve the numbers 3, 5, 6 and 7

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Gender discrimination: there are not roles only for boys or girls. All people are important regardless of its gender.

Meet the contribution and the achievements of women throughout history.

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I always try to challenge stereotypes and highlight women scientists. I think that the guidelines can be useful suggestions to address this topics. I should implement also the the other points of the list; in particular I should propose more effective and targeted activities