Publicado 6 números por año
ISSN Imprimir: 1072-8325
ISSN En Línea: 1940-431X
Indexed in
PERSPECTIVES OF BEST PRACTICES FOR LEARNING GENDER-INCLUSIVE SCIENCE: INFLUENCES OF EXTRACURRICULAR SCIENCE FOR GIFTED GIRLS AND ELECTRICAL ENGINEERING FOR WOMEN
SINOPSIS
Gifted girls in elementary school must follow the set curriculum, but their choices of extracurricular activities may indicate future subject preferences. This study attempted to explore the perceptions of gifted girls regarding how the family, home, and school environments influenced their choices to take extracurricular science classes. A mixed methodology was adopted: qualitative, to understand the girls perceptions of influence, and quantitative, to measure their attitudes toward science. Influential factors identified in this study highlight fun as occurring with the highest frequency and four emergent factors: doubt, traditional sex roles, boredom, and group work. In addition, findings from a focused case study of a graduate electrical engineer are interwoven with the girls perspectives of science. The varying ages and experiences with science of the participants provide interesting views. This study adds knowledge to the field of science education, specifically on withingender differences of gifted girls and women in engineering.
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Baker Dale, Krause Stephen, Yaşar şenay, Roberts Chell, Robinson-Kurpius Sharon, An Intervention to Address Gender Issues in a Course on Design, Engineering, and Technology for Science Educators, Journal of Engineering Education, 96, 3, 2007. Crossref