THE RELEVANCE OF GENDER-SENSITIVE PEDAGOGY IN IMPROVING THE TEACHING OF STEM SUBJECTS AT SCHOOL
The article is devoted to the relevance of the use of gender-sensitive pedagogy in STEM education in connection with possible gender risks for girls/women. Gender stereotypes that divide students by gender remain the "tools" of learning. The consequence of this is gender segregation in education, when male school graduates choose the specialties of information technology, mathematics and natural sciences, and female - socio-humanitarian. This leads to a further gender division in the labor market, when new professions that appear due to the development of various technologies are occupied mainly by men. This situation threatens not only the violation of gender equality, but also the sustainable development of society as a whole. To eliminate the risks of social development and create conditions for the gender development of society, children should be taught on the basis of gender-sensitive pedagogy. This is required by both the regulatory legal acts of education of the Kyrgyz Republic and the competence - based personality-oriented model of education. Education based on gender-sensitive pedagogy will remove the limitations of personal potential development depending on gender and create conditions for maximum self-realization and disclosure of abilities of each student. children should be taught on the basis of gender-sensitive pedagogy.