We are delighted to announce that Head of Junior Science, Sheetal Kowalczyk has been accepted as a member of the Global Action Research Collaborative on Girls’ Education’s 2021-2022 cohort, which will be researching Building Problem-Solving Capacity, Confidence, and Skills in Girls.

Her membership comes though the GDST, which is part of a worldwide network of girls’ school groups, the National Coalition of Girls’ Schools (NCGS).

Last year, NCGS led the setting up of a collaborative project aimed at encouraging research on what works in girls’ education, which became the Global Action Research Collaborative on Girls’ Education.

“When applications were invited for the second cohort, I felt that the research topic fitted well with the teaching of primary science, and the ethos of our school, so I was keen to become involved.”  Sheetal Kowalczyk, Head of Junior Science

 

The premise is that girls are constantly required to problem-solve, be it in the classroom or the lunchroom, on the sports field or the stage, or at home and social gatherings. Today, more than ever before, the skills required to successfully tackle and solve problems are essential.

The NCGS says, often defined as the process of identifying the problem to be solved, developing possible solutions, taking action, evaluating outcomes, and making adjustments, problem-solving is the opposite of rote, formulaic test-directed learning. The keys to successful problem-solving are a willingness to embrace risk-taking and the ability to see failure as a steppingstone to a solution. Successful problem-solving requires curiosity to tackle open-ended questions, opportunities to experiment with new ideas, and space to share knowledge.

Problem-solving with both understanding and confidence is a vital skill in the toolbox of girls today and the women of tomorrow, yet international studies show girls are more reluctant to engage in problem-solving activities than boys. The question is “How do we as educators create environments in our classrooms, clubs, sports teams, and advisory groups for girls to foster a willingness to confidently embrace all aspects of problem-solving: the comfortable and the uncomfortable?”

The aim of Sheetal’s research, therefore, is to explore strategies that build problem-solving willingness and capacity in girls thereby enhancing confidence, resilience, and healthy risk-taking.
We look forward to hearing more about her progress in the near future.

For more information about the NAGS please visit www.ncgs.org