Library Subscription: Guest
Begell Digital Portal Begell Digital Library eBooks Journals References & Proceedings Research Collections
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN Print: 1072-8325
ISSN Online: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v4.i2-3.100
pages 235-248

STUDENTS' SCIENCE ATTITUDES IN THE PERFORMANCE-BASED CLASSROOM: DID WE CLOSE THE GENDER GAP?

Jasna Jovanovic
California Polytechnic State University, San Luis Obispo, San Luis Obispo, California 93407
Candice Dreves
University of Illinois, Urbana-Champaign

ABSTRACT

In this study we investigated the assumption that girls will benefit from performance-based (i.e., hands-on) science classrooms by examining changes in students' attitudes toward science over the school year when students learn in such classrooms. In performance-based classrooms, students spend less time on memorizing scientific facts and instead spend more class time thinking and learning about science through hands-on experiences that focus on the development of science inquiry or process skills (e.g., hypothesizing, observing, recording data, and making inferences) (National Research Council, 1996). The present sample included 165 students (53% female, mean age = 12.21) in six 5th- through 8th-grade science classrooms. The teachers associated with these classrooms were nominated by teacher educators as "exemplary" hands-on science teachers. At the beginning and end of the school year, students responded to items indexing their task value beliefs regarding science, their perceived science ability, and their gender role perceptions regarding male and female participation in the science classroom. We also measured students' science-related experience prior to the start of the school year. We expected to find, within grade level, irrespective of previous science experience, diminished differences between boys' and girls' science attitudes across the school year. Our findings, however, did not entirely support this expectation. Instead, we found that in performance-based science classrooms gender differences persisted, suggesting that boys and girls had differing experiences in these classrooms.


Articles with similar content:

STUDENT PERCEPTIONS OF INSTRUCTION, PEER INTEREST, AND ADULT SUPPORT FOR MIDDLE SCHOOL SCIENCE: DIFFERENCES BY RACE AND GENDER
Journal of Women and Minorities in Science and Engineering, Vol.4, 1998, issue 4
Jane Butler Kahle, William J. Boone
INTERNATIONAL FEMALE GRADUATE STUDENTS IN ENGINEERING AT A U.S. UNIVERSITY: SURVIVAL OF THE FITTEST?
Journal of Women and Minorities in Science and Engineering, Vol.3, 1997, issue 4
Renata Frank de Verthelyi
AN EARLY INTERVENTION TO ENCOURAGE GIRLS’ INTEREST IN CAREERS IN DRUG ABUSE PREVENTION: MORE THAN IMPROVING SCIENCE ACHIEVEMENT AND ATTITUDES
Journal of Women and Minorities in Science and Engineering, Vol.18, 2012, issue 4
Sondra Redmont, Michelle Natasya Johnson, Caroline E. Reid, Carl G. Leukefeld, Mitzi M. Schumacher
PLAYING MENTOR: A NEW STRATEGY FOR RECRUITING YOUNG WOMEN INTO COMPUTER SCIENCE
Journal of Women and Minorities in Science and Engineering, Vol.23, 2017, issue 3
Vicki Allan, Katarina Pantic, Jody Clarke-Midura, Frederick Poole
AN ACCOUNT OF WOMEN’S PROGRESS IN ENGINEERING: A SOCIAL COGNITIVE PERSPECTIVE
Journal of Women and Minorities in Science and Engineering, Vol.9, 2003, issue 3&4
Christina Vogt