Fostering Gender Inclusion in Science Education through Constructivist Approaches under NEP-2020

Abstract

Within the framework of India’s National Education Policy 2020 (NEP-2020), this paper investigates how well constructivist approaches bridge the gender gap in science education. Understanding the enduring gender gaps in STEM disciplines, this study looks at how constructivist pedagogies could improve inclusion and gender equality in participation. Using a mixed-methods methodology, the research examines quantitative data from student performance measures and qualitative data from teacher interviews at many Indian schools that have included constructivist techniques in their science curriculum. The findings show that constructivist approaches, like project-based learning and collaborative teamwork, improve female students’ engagement and performance in science classes. Together with helping students grasp scientific ideas more deeply, these strategies also help them become more self-assured and feel part of the community. The report points up several obstacles to the use of these tactics, such as a lack of resources and the requirement for in-depth teacher education. There are suggestions made for legislators, teachers, and curriculum writers on how to get above these obstacles and successfully apply constructivist approaches to promote gender equity in scientific education. The study also emphasises how important infrastructure improvement and customised teacher preparation programs are to the effective implementation of constructivist pedagogies under NEP-2020 in India.