Titlebook: Gender in STEM Education in the Arab Gulf Countries; Martina Dickson,Melissa McMinn,Dean Cairns Book 2023 The Editor(s) (if applicable) an

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https://doi.org/10.1007/978-981-19-9135-6STEM; Education in Arab Gulf countries; Mathematics anxiety; environmental issues in schools in the Gul

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Martina Dickson,Melissa McMinn,Dean CairnsCovers gender and STEM issues in the Arab Gulf states.Is written in a highly accessible yet academic manner.Serves as an invaluable reference for students, teachers, researchers in the educational sec

BOGUS

Book 2023pidly over recent decades. With the ever-growing need for a highly skilled, gender-inclusive STEM workforce, the issues raised in this book are more topical than ever. It presents chapters from various sectors such as children’s perceptions of science, scientists and their work, adolescent and unive

人造

e for students, teachers, researchers in the educational secThis book explores the critical issues in gender and STEM education in the Arabian Gulf, written within a context of educational systems developing rapidly over recent decades. With the ever-growing need for a highly skilled, gender-inclusi

使成核

Menschliche Informationsverarbeitung, these female scientists (around 20%) exhibited symbolism of hyper-femininity through garments, accessories, hair style, and make-up. The potential implications of these perceptions to girls’ science identities and aspirations are discussed.

使成核

燕麥

Takashi Inoue,Kenichi Matsuzakal characteristics predicting gender differences in ICT literacy. It also discusses the main enabling factors and initiatives implemented by the United Arab Emirates (UAE) to support equal opportunities for adolescents to develop ICT literacy skills. The chapter includes recommendations for practice and future research.

defibrillator

Gender Differences in ICT Literacy: ICT-Related Individual Characteristics and Enabling Factorsl characteristics predicting gender differences in ICT literacy. It also discusses the main enabling factors and initiatives implemented by the United Arab Emirates (UAE) to support equal opportunities for adolescents to develop ICT literacy skills. The chapter includes recommendations for practice and future research.

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