By Jan Harding (auth.), Lesley H. Parker, Léonie J. Rennie, Barry J. Fraser (eds.)
Throughout the Western international, the connection among gender, technological know-how and math ematics has emerged as serious in numerous contexts. In tertiary associations, the learn of "gender issues", often almost about technology and arithmetic, is of critical value to many disciplines. Gender reviews are being provided as sepa expense classes or elements of current classes in preservice and postgraduate instructor edu cation, women's reviews, know-how stories and coverage reports. additionally, within the broader context of schooling in any respect degrees from primary/elementary via to raised, involved policy-makers and practitioners usually specialise in the interplay of gender, technology and arithmetic of their makes an attempt to reform and enhance schooling for all scholars. In all of those contexts, there's an pressing desire for appropriate texts, either to supply assets for academics and scholars and to notify policy-makers and practitioners. This publication has been constructed in particular to fulfill this desire. it's designed for use through the international in a number of tertiary classes and by means of policy-makers taken with actions which interface with the gender/science/mathematics rela tionship. It presents examples which illustrate vividly the wealthy box from which practitioners and policy-makers during this sector now can draw. Its specific attraction will stem from its functional strategy and inventive destiny viewpoint, the overseas renown of the authors and the generalisability of the new examine and considering offered in all the chapters.
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Additional resources for Gender, Science and Mathematics: Shortening the Shadow
Feminism and science, Bloomington, IN, Indiana University Press, 45-57. R. (1990). ', Studies in Philosophy and Education (IO), 93-97. Nadeau, R. & Desautels, J. (1984). Epistemology and the teaching ofscience', Ottawa, Science Council of Canada. Nussbaum, J. (1989). 'Classroom conceptual change: Philosophical perspectives', International Journal of Science Education (II), 530--540. F. & Alam, l. (1984). Science education in Canadian schools. Vol. II, Statistical database for Canadian science education, Ottawa, Science Council of Canada.
CONCLUSIONS This chapter has presented evidence of children's images of science and scientists and evaluated three strategies aimed at modifYing these images. With respect to children's images of scientists, it was found that the only 5-year-olds who felt able to draw a scientist before intervention were those who had been told when they were doing science, albeit in a narrow context. By the end of the study, far more of the children were able to provide an appropriate drawing of a scientist and were clearer about what science was.
RESULTS AND DISCUSSION OF ASSESSMENT OF CHILDREN'S VIEWS Tables II and III summarise children's responses to the DAST. The younger children (5- and 6-year-olds) either drew a generalised person without any distinguishing features or a picture that appealed to them, such as a house or a playground (defined as self interest in Table II). The exception in this age group was a group of children who had undertaken activities in a designated 'Science' room. They claimed that they knew what science was and many drew themselves carrying out activities with sand and water.
Gender, Science and Mathematics: Shortening the Shadow by Jan Harding (auth.), Lesley H. Parker, Léonie J. Rennie, Barry J. Fraser (eds.)