What Works
Using Curriculum and Pedagogy to Increase Girls' Interest and Participation in Science
Bibliographic Data
| ID | 5005517 |
|---|---|
| Authors | Dale Baker (0000-0001-8999-0810, Arizona State University, corresponding author) |
| Year | 2013 |
| Volume | 52 |
| Issue | 1 |
| Pages | 14-20 |
| Publication date | 2013-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07351690.2013.743760 |
| OpenAlex | W1990135446 |
| Language | EN |
| Citations received | 12 |
| References cited | 34 |
This article identifies instructional strategies, curricula, and organizational structures in the research literature that have been successful in encouraging girls' participation and achievement in science: science instruction in pre-kindergarten and kindergarten, relevant curricula that address girls' interests and provide opportunities for genuine inquiry and tinkering experiences, greater emphasis on physical science and the use of computers, integration of reading and writing in science, attention to how groups are formed in classrooms, activities that build self-efficacy, appropriate role models, messages that science is for everyone, and student-centered teaching. Special attention is given to the needs of children in preschool and kindergarten. In addition, research on the impact of single-sex classrooms and grouping is reviewed, along with the use of children's fictional literature to teach science. Implications derived from research literature include changes in what is taught, how it is taught, how teachers are prepared, and how these changes are paid for
Curriculum · Mathematics education · Pedagogy · Science education · Sociology · Career Development and Diversity · Diverse Educational Innovations Studies · Gender and Technology in Education · Psychology
Feira baiana de matemática
Investigating the Impact of STEM Inquiry-Based Learning Activities on Secondary School Student’s STEM Career Interests
Enhancing Early STEM Engagement
Cultural Production, Reproduction and Subversion of Gender Stereotyping among Pre-Service Science Teachers
The impacts of effective group work on social and gender differences in Hong Kong science classrooms
‘I don’t find it hard!’ They defied the gendered norm in science
STEM teachers’ agency for gender equality in STEM education
Middle‐ and secondary‐school students' STEM career interest and its relationship to gender, grades, and family size in Kazakhstan
“I see myself as a STEM person”
Gender Differences in Self-efficacy for Programming Narrowed After a 2-h Science Museum Workshop
Portuguese Teachers’ Perceptions of Girl-Friendly Strategies in Physics Education
Productive Communication in an Afterschool Engineering Club with Girls Who are English Language Learners
Sources of Self-Efficacy in School
Eyeballs in the Fridge
Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice
Gender Equity and Information Technology in Education
Girls' academic achievement
For Girls Only
Against the Odds
Gender and Science Learning Early in High School
STEMing the tide
| Citations per year | 1.33 |
|---|---|
| Citation span | 2017 - 2025 (9) |
| Highly cited | No |