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Journal of Women and Minorities in Science and Engineering

Erscheint 6 Ausgaben pro Jahr

ISSN Druckformat: 1072-8325

ISSN Online: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

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IMPROVING WOMEN'S AND GIRLS' ATTITUDES TOWARD SCIENCE WITH INSTRUCTIONAL STRATEGIES

Volumen 14, Ausgabe 1, 2008, pp. 49-65
DOI: 10.1615/JWomenMinorScienEng.v14.i1.30
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ABSTRAKT

One of the ways to plug the "leaking pipeline" of women scientists is to use the classroom to improve women's and girls' attitudes toward science. Considerable research has been done on women's and girls' reasons for choosing science, theories of attitudes and attitude change, instructional design for attitude change, and instructional design for women. Those bodies of literature are examined to distill the critical components for designing instruction to improve women's and girls' attitudes toward science. Three major themes are identified in the literature examined: the value of emotion, the positive effects of role models, and the need to address attitude functions. From conclusions based on the three themes, 15 specific instructional guidelines are presented and illustrated with an example of how these guidelines were incorporated in a Web-based science lesson.

REFERENZIERT VON
  1. Dare Emily A., Roehrig Gillian H., “If I had to do it, then I would”: Understanding early middle school students’ perceptions of physics and physics-related careers by gender, Physical Review Physics Education Research, 12, 2, 2016. Crossref

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