Skip to main content
SpringerLink
Log in

What Works

Using Curriculum and Pedagogy to Increase Girls’ Interest and Participation in Science and Engineering

  • Chapter
Understanding Girls

  • 1027 Accesses

Abstract

I was contacted by Drs. Okhee Lee and Cory Buxton, the editors for a proposed issue of the journal Theory into Practice. Each issue of Theory into Practice addresses a current topic in education developed by a guest editor or editors. The topic selected by Drs. Lee and Buxton was equity and diversity in science education. Specific attention was given to questions about who the students in our classrooms are and how we should teach them so that science is both relevant and accessible.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • American Society of Engineering Education. (2011). First bell custom briefings. Retrieved January 6, 2011, from http://www.asee.org.

  • Appleton, K. (2007). Elementary science teaching. In S. Abell & N. Lederman (Eds.), Handbook on research in science education (pp. 499–536). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Baker, D. (2002). Good intentions: An experiment in middle school single-sex science and mathematics classrooms with high minority enrollment. Journal of Women and Minorities in Science and Engineering, 8, 1–23.

    Article  Google Scholar 

  • Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32, 3–27.

    Article  Google Scholar 

  • Beisser, S. (2005). An examination of gender difference in elementary constructionist classrooms using Lego/Logo instruction. Computers in Schools, 22, 7–19.

    Article  Google Scholar 

  • Bennett, J., Hogarth, S., Lubben, F., Campbell, B., & Robinson, A. (2010). Talking science: The research evidence on the use of small group discussion in science teaching. International Journal of Science Education, 32, 69–95.

    Article  Google Scholar 

  • Britner, S. (2008). Motivation in high school science students: A comparison of gender difference in life, physical, and earth science classes. Journal of Research in Science Teaching, 45, 955–970.

    Article  Google Scholar 

  • Burkham, D., Lee, V., & Smerdon, B. (1997). Gender and science learning early in high school: Subject matter and laboratory experiences. American Educational Research Journal, 34, 297–331.

    Article  Google Scholar 

  • Carlone, H. (2004). The cultural production of science in reform-based physics: Girls’ access, participation and resistance. Journal of Research in Science Teaching, 41, 392–414.

    Article  Google Scholar 

  • Cavallo, A., & Laubach, T. (2001). Students’ science perceptions and enrollment decisions in differing learning cycle classrooms. Journal of Research in Science Teaching, 38, 1029–1062.

    Article  Google Scholar 

  • Chambers, E., & Schreiber, J. (2004). Girls’ academic achievement: Varying associations of extra curricular activities. Gender and Education, 16, 327–346.

    Article  Google Scholar 

  • Cousins, A. (2007). Gender inclusivity in secondary chemistry: A study of male and female participation in secondary school chemistry. International Journal of Science Education, 29, 711–730.

    Article  Google Scholar 

  • Evans, M., & Whigham, M. (1995). The effect of a role model project upon attitudes of ninth grade students. Journal of Research in Science Teaching, 32, 195–204.

    Article  Google Scholar 

  • Forgasz, H., & Leder, G. (1996). Mathematics classrooms, gender and affect. Mathematics Education Research Journal, 8, 153–173.

    Article  Google Scholar 

  • Haussler, P., & Hoffman, L. (2002). An intervention study to enhance girls’ interest, self-concept, and achievement in physics. Journal of Research in Science Teaching, 39, 870–888.

    Article  Google Scholar 

  • Hazari, Z., Sonnert, G., Sadler, P., & Shanahan, M. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47, 978–1003.

    Google Scholar 

  • Kahle, J., & Meece, J. (1994). Research on gender issues in the classroom. In D. L. Gabel (Ed.), Handbook on research in science teaching and learning (pp. 542–557). New York, NY: McMillan.

    Google Scholar 

  • Kinnear, A., Treagust, D., & Rennie, L. (1991). Gender inclusive technology materials for the primary school: A case study in curriculum development. Research in Science Education, 21, 224–233.

    Article  Google Scholar 

  • Lawrenz, F., Gravely, A., & Ooms, A. (2006). Perceived helpfulness and use of technology in science and mathematics classrooms at different grade levels. School Science and Mathematics, 106, 133–149.

    Article  Google Scholar 

  • Lee, V., & Burkham, D. (1996). Gender difference in middle grade science achievement: Subject domain, ability level, and course emphasis. Science Education, 80, 613–650.

    Article  Google Scholar 

  • Maltese, A., & Tai, R. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32, 669–685.

    Article  Google Scholar 

  • Mathews, B. (2004). Promoting emotional literacy, equity and interest in science lessons for 11–14 year olds: The Improving Science and Emotional Development project. International Journal of Science Education, 26, 281–308.

    Article  Google Scholar 

  • Mael, A., Alonso, A., Gibson, D., Rogers, K., & Smith. M. (2005). Single-sex versus coeducational schooling: A systematic review. Washington, DC: US Department of Education.

    Google Scholar 

  • Mehalik, M., Doppelt, Y., & Schunn, C. (2008). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97, 71–82.

    Article  Google Scholar 

  • National Assessment of Educational Progress. (2010). The Nation’s report card: Science 2005. Retrieved October 27, 2010, http://nationsreportcard.gov/science_2005/s0110.asp.

  • National Science Board. (2010). Science and engineering indicators (National Science Foundation Report, 10-01). Retrieved October 25, 2010, http://www.nsf.gov/statistics/seind10/.

  • National Science Foundation. (2003). New formulas for America’s workforce: Girls in science and engineering. Arlington, VA: National Science Foundation.

    Google Scholar 

  • Parker, L., & Rennie, L. (2002). Teachers’ implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms. International Journal of Science Education, 24, 881–897.

    Article  Google Scholar 

  • Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference? Journal of Research in Science Teaching, 46, 166–191.

    Article  Google Scholar 

  • Rennie, L., & Parker, L. (1997). Students’ and teachers’ perception of single-sex and mixed-sex mathematics classes. Mathematics Educational Research Journal, 9, 257–273.

    Article  Google Scholar 

  • Samarapungavan, A., Mantizicopoulos, P. & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92, 868–908.

    Article  Google Scholar 

  • Sackes, M., Trundle, K., & Flevares, L. (2009). Using children’s literature to teach standards-based science concepts in early years. Early Childhood Education Journal, 36, 415–422.

    Article  Google Scholar 

  • She, H.-C., & Barrow, L. (1997). Gifted elementary students’ interactions with female and male scientists in a biochemistry enrichment program. Journal of Elementary Science Education, 11, 15–30.

    Google Scholar 

  • Spence, D., Yore, L., & Williams, R. (1999). The effects of explicit instruction on grade 7 students’ metacognition and comprehension of specific science text. Journal of Elementary Science Education, 9, 45–66.

    Google Scholar 

  • Streitmatter, J. (1999). For girls only: Making a case for single-sex schooling. Albany, NY: Albany State University Press.

    Google Scholar 

  • Stout, J., Dasgupta, N., Hunsinger, M., & McManus, M. (2011). STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100, 255–270.

    Article  Google Scholar 

  • Tobin, K. (1996). Gender equity and the enacted curriculum. In L. Parker, L. Rennie, & B. Fraser (Eds.), Gender, science and mathematics (pp. 119–127). Boston, MA: Kluwer.

    Chapter  Google Scholar 

  • Tropanier-Street, M., & Romatowski, J. (1999). The influence of children’s literature on gender role perceptions: A reexamination. Early Childhood Education Journal, 26, 155–159.

    Article  Google Scholar 

  • US Department of Commerce. (2011). NOAA: Cultivating the next generation of STEM workers, one student at a time. Retrieved July 27, 2011, http//www.comerce.gov/.

  • US Department of Education. (n.d.). ESEA reauthorization act blueprint for reform. Retrieved April 27, 2011, http://www2.ed.gov/nclb/landing.jhtml.

  • Usher, E., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78, 751–796.

    Article  Google Scholar 

  • Volman, M., & van Eck, E. (2001). Review of Educational Research, 71, 613–634.

    Article  Google Scholar 

  • Wollman, J. (1990). The advantage of same sex programs. Gifted Child Today, 13, 22–24.

    Google Scholar 

  • Zeldin, A., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215–246.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Arizona State University, USA

    Dale Rose Baker

Authors
  1. Dale Rose Baker
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Baker, D.R. (2016). What Works. In: Understanding Girls. Cultural and Historical Perspectives on Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-497-8_8

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-497-8_8

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-497-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation