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IMPROVING ELEMENTARY SCHOOL GIRLS’ ATTITUDES, PERCEPTIONS, AND ACHIEVEMENT IN SCIENCE AND MATHEMATICS: HINDSIGHTS AND NEW VISIONS OF THE SISTERS IN SCIENCE PROGRAM AS AN EQUITY REFORM MODEL

卷 9, 册 3&4, 2003, 16 pages
DOI: 10.1615/JWomenMinorScienEng.v9.i34.80
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摘要

This article reports on the student outcomes of the 3-year Sisters in Science program in its efforts to increase the achievement, attitudes, and perceptions of fourth and fifth grade girls in science and mathematics. Through a multifaceted, 2-year intervention cycle, students were exposed to gender-sensitive, constructivist, integrated mathematics and science instruction in school, after school, and during the summer months. Teachers and preservice teachers were trained in the delivery of this “prescribed” model of instruction. Science and science-related professionals mentored students as part of the after-school and Saturday academy programs. In addition, families were exposed to a variety of science- and mathematics-based experiences. Two cohort groups cycled through the program during its 3 years of implementation. The participants showed increases in achievement, perceptions, and attitudes. Limitations of the program design and implementation are noted. Implications for future science and mathematics reform are discussed.

对本文的引用
  1. Gamse Beth C., Martinez Alina, Bozzi Laurie, Calling STEM experts: how can experts contribute to students’ increased STEM engagement?, International Journal of Science Education, Part B, 7, 1, 2017. Crossref

  2. Arumala Joseph, Dodoo Joseph, The XXX Summer Transportation Institute - A Novel Approach to Engaging Minority Students in a U.S. Department of Transportation Summer Program for Careers in Transportation, 2020 ASEE Virtual Annual Conference Content Access Proceedings, 2020. Crossref

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