To encourage more girls to take up sciences, you may adopt all of the…

Concept: Encouraging more girls into science is a documented gender-pedagogy problem, and CTET's recommended remedies focus on inclusive practice — gender-neutral language, visible women role models in STEM, and directly confronting stereotypes that frame science as a male domain — rather than on any assumption that classroom participation is already balanced or even tilted toward girls.

Application: Three of the four given options describe genuine, recommended interventions for a science teacher: using gender-sensitive language, inviting women scientists as classroom role models, and having students critically examine myths and stereotypes about science. The remaining option asserts that girls already dominate discussion in the science classroom — this is not an intervention a teacher can 'adopt' at all; it is a factual claim, and it is the opposite of the participation gap these strategies exist to close.

Cross-check: Weighing each option against classroom-observation research on gender and science participation confirms the pattern below.

• Gender-sensitive language and encouraging students to use it builds an inclusive classroom register — a standard recommended practice.

• Inviting women scientists to visit the classroom gives girls visible role models that counter the 'science is for boys' stereotype — a standard recommended practice.

• Engaging students in examining myths and stereotypes about science makes the bias explicit so it can be challenged — a standard recommended practice.

• Assuming girls already dominate discussion in the science classroom contradicts the well-documented pattern of girls participating less in mixed-gender science discourse, and it names no action a teacher takes — so it is the one that does not belong among genuine strategies.