A gender responsive pedagogy in science entails. (a) Use of gender sensitive…

Gender-responsive pedagogy is a teaching approach that actively identifies and counters gender bias in the classroom. Rather than separating students by gender, it works by making classroom language, materials, and interactions consciously inclusive — for instance, using language that does not stereotype either gender, and helping students actively notice and question stereotyped assumptions about who can do science.

In this item, statement (a) — using gender-sensitive language — and statement (b) — engaging students in examining stereotypes — are both direct expressions of this principle: they change how the teacher speaks and how students critically reflect, without separating anyone by gender. So the pair (a) and (b) captures what gender-responsive pedagogy in science actually entails.

• Making gender-based groups: grouping students by gender separates them rather than integrating them, which runs counter to the inclusive aim of gender-responsive teaching.

• Using differentiated instruction and assessment: this is a general pedagogical strategy for addressing diverse learner needs — it is not specific to countering gender bias, so it does not by itself describe gender-responsive pedagogy.

Therefore, gender-responsive pedagogy in science entails using gender-sensitive language and engaging students in examining stereotypes — statements (a) and (b).