What Happens When Girls Learn to Solve Problems, Not Just Memorize Answers?
Think back to the last time you learned something new. Maybe you were trying to solve a difficult math problem, build something that kept falling apart, or figure out why a computer program wasn't working.
Chances are, you didn't get everything right on the first try.
But what if the most important part of learning wasn't getting the correct answer immediately? What if it was learning how to approach a challenge, test different ideas, and figure out what to do next?
That's one of the most valuable aspects of STEM education.
Science, technology, engineering, and math give students opportunities to develop problem-solving skills that extend far beyond the classroom.
Learning How to Think, Not Just What to Know
Memorization has an important place in education. Learning formulas, scientific concepts, and foundational information helps students build the knowledge they need to solve more complicated problems.
But knowing information and knowing how to use it are two different things.
Imagine two students learning about bridges.
One student memorizes the names of different bridge structures and the forces acting on them. Another student learns those same concepts but also gets to build a model bridge, test its strength, and make changes when it doesn't hold enough weight.
Both students are learning engineering concepts, but the second student is also practicing how to apply that knowledge to a real problem.
The National Academies' Framework for K–12 Science Education emphasizes that science learning should include asking questions, analyzing evidence, developing models, and designing solutions.
These practices help students understand not only scientific concepts, but also how scientific knowledge is developed and used.
Why Problem-Solving Matters Beyond STEM
Problem-solving isn't a skill that students leave behind when science class ends.
It can influence how they approach everyday situations.
Planning a group project, organizing a busy schedule, comparing different options, or learning a new skill all involve identifying challenges and making decisions.
STEM activities provide opportunities to practice these skills in a structured environment.
For example, when students design a simple water filter, they might need to decide which materials to use, test how well their design works, and figure out what could be improved.
They aren't simply following instructions. They're learning to evaluate information and make decisions based on evidence.
Research discussed in the National Academies' How People Learn II highlights the importance of understanding underlying principles so students can apply their knowledge in new situations.
This ability, often called learning transfer, is an important goal of education.
Getting Comfortable With Not Knowing the Answer
One of the challenges students face in school is feeling like they're expected to know the answer right away.
But in STEM, uncertainty is often where the learning begins.
Scientists don't start every experiment knowing exactly what they'll discover. Engineers don't always know which design will work best before testing it. Programmers regularly encounter errors that require investigation.
These challenges are part of the process.
When students participate in STEM activities, they have opportunities to become more comfortable asking questions and working through unfamiliar problems.
Instead of immediately looking for the correct answer, they can begin asking themselves:
What do I already know about this problem?
What information am I missing?
What could I try first?
Why didn't my first approach work?
What could I change next time?
Learning to ask these questions can help students become more independent in how they approach challenges.
The Importance of Trying Different Approaches
There isn't always one perfect way to solve a problem.
Consider a classroom challenge where students are asked to build the tallest possible tower using only paper and tape.
One group might roll the paper into tubes. Another might fold it into triangles. A third might create a wide base to improve stability.
Each approach involves a different idea about how to solve the same problem.
As students test their designs, they can observe which structures work best and investigate why.
This process encourages students to think critically about their decisions rather than simply deciding whether their project was successful.
It also introduces an important lesson: an unsuccessful attempt can still provide useful information.
Understanding why something didn't work can help students make better decisions the next time they try.
Helping Girls Become Independent Thinkers
Encouraging girls to develop problem-solving skills means giving them opportunities to make decisions and explore their own ideas.
Sometimes, adults naturally want to step in when a child is struggling with a project or assignment.
But immediately providing the solution can take away an opportunity for the student to work through the challenge.
Instead, parents and educators can guide students by asking questions.
If a student is struggling to build a structure, an adult might ask, "What do you think is making it fall over?"
If a coding project isn't working, they might ask, "What part of the program should we check first?"
These questions help students reflect on their thinking and consider their next steps.
Educational researchers refer to this process as metacognition, or thinking about and monitoring one's own learning.
The Education Endowment Foundation's research guidance identifies metacognition and self-regulation as important approaches for supporting student learning.
Making Problem-Solving Part of Everyday Learning
Students don't need complicated equipment or advanced STEM knowledge to practice problem-solving.
Simple activities can create meaningful learning opportunities.
Try challenging students to design a paper airplane that travels a certain distance, create a container that protects an egg from a short drop, or build a small bridge using household materials.
The activity itself doesn't need to be complicated.
What matters is giving students opportunities to make predictions, test their ideas, and reflect on what happened.
After completing an activity, ask what they would do differently if they tried again.
Encourage them to explain their decisions and consider whether another approach might work.
These conversations can help turn a simple project into an opportunity for deeper learning.
Building Skills That Last
Not every student who participates in STEM education will become a scientist, engineer, or programmer.
And that's okay.
The value of STEM education extends beyond preparing students for specific careers.
When girls learn to approach unfamiliar challenges, evaluate evidence, and develop their own solutions, they're practicing skills that can support them in many different areas of life.
At Girls Code the World, we believe that helping girls explore STEM means more than introducing them to coding or science concepts. It's also about creating opportunities for them to become curious, thoughtful, and independent learners.
Because sometimes, the most important thing a student can learn isn't the answer to a problem.
It's knowing how to begin solving it.
Sources
1. National Academies — A Framework for K–12 Science Education (2012)
Explains the importance of scientific and engineering practices, including asking questions, analyzing data, developing models, and designing solutions.
https://www.nationalacademies.org/read/13165/chapter/7
2. National Academies — How People Learn II: Learners, Contexts, and Cultures (2018)
Examines how students develop knowledge, apply learning to new situations, and use cognitive strategies to support learning.
https://www.nationalacademies.org/read/24783/chapter/3
3. Education Endowment Foundation — Metacognition and Self-Regulated Learning (2025)
Research-based guidance on helping students plan, monitor, and evaluate their own learning.
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition
4. National Academies — How People Learn II: Processes That Support Learning (2018)
Discusses the role of metacognition, self-regulation, and other cognitive processes in helping students become more effective learners.