La Grounded Theory nella scuola dell’infanzia. Genere e STEM: uno studio esplorativo

The research reported in the paper has as its objective the study and analysis of the issue of the gender gap in science (STEM) courses at pre-school level and presents the results of a qualitative investigation (grounded theory) involving more than 20 teachers. The specific group of professionals involved acts as a support to restore meaning to the educational experience and to extract precisely from the context explored the elements of a design capable of intercepting critical issues and tracing trajectories of awareness for an educational culture capable of acting on changes and gender prejudices precisely from the quality of everyday practice.