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Journal of Women and Minorities in Science and Engineering

Publicou 6 edições por ano

ISSN Imprimir: 1072-8325

ISSN On-line: 1940-431X

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

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KEEPING THE GIRLS VISIBLE IN K−12 SCIENCE EDUCATION REFORM EFFORTS: A FEMINIST CASE STUDY ON PROBLEM-BASED LEARNING

Volume 18, Edição 2, 2012, pp. 153-178
DOI: 10.1615/JWomenMinorScienEng.2012002317
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RESUMO

Research has provided us with valuable understandings of girls' experiences in traditional classrooms, yet little is known about their experiences with contemporary reform efforts that alter these classrooms. The purpose of this feminist case study was to provide a descriptive, as well as interpretive, account of seventh-grade girls' cognitive and procedural engagement in a problem-based Earth and space unit, specifically focusing on how various instructional strategies influenced engagement. We addressed the question: What aspects of the problem-based learning (PBL) instructional approach fostered or hindered the girls' procedural and cognitive engagement in science education. The final analysis revealed four broad themes. These themes articulate connections among girls' levels and types of engagement and (1) interpersonal aspects of PBL instruction, (2) level of task structure, (3) technology-enhanced approaches, and (4) authentic contexts in PBL instruction. The findings from this case study contribute to an understanding of the impact of science education reform effort on girls' participation and offer possible directions for making this effort more conducive to girls' needs.

CITADO POR
  1. Hsu Pi-Sui, Van Dyke Margot, Smith Thomas J., Looi Chee-Kit, Argue like a scientist with technology: the effect of within-gender versus cross-gender team argumentation on science knowledge and argumentation skills among middle-level students, Educational Technology Research and Development, 66, 3, 2018. Crossref

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