Aguiar, O. G., Mortimer, E. F., & Scott, P. (2009). Learning from and responding to students’ questions: The authoritative and dialogic tension. Journal of Research in Science Teaching, 47, 174–193. doi:10.1002/tea.20315.
Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561.
Baram-Tsabari, A., & Kaadni, A. (2009). Gender dependency and cultural independency of science interest in an open distant science learning environment. International Review of Research in Open and Distance Learning, 10(2).
Baram-Tsabari, A., & Segev, E. (2009). Exploring new web-based tools to identify public interest in science. Public Understanding of Science
Baram-Tsabari, A., Sethi, R. J., Bry, L., & Yarden, A. (2006). Using questions sent to an Ask-A-Scientist site to identify children’s interests in science. Science Education, 90(6), 1050–1072.
Baram-Tsabari, A., Sethi, R. J., Bry, L., & Yarden, A. (2009). Asking scientists: A decade of questions analyzed by age, gender and country. Science Education, 93(1), 131–160.
Baram-Tsabari, A., & Yarden, A. (2005). Characterizing children’s spontaneous interests in science and technology. International Journal of Science Education, 27(7), 803–826.
Baram-Tsabari, A., & Yarden, A. (2007). Interest in biology: A developmental shift characterized using self-generated questions. The American Biology Teacher, 69(9), 546–554.
Baram-Tsabari, A., & Yarden, A. (2008). Girls’ biology, boys’ physics: Evidence from free-choice science learning settings. Research in Science and Technological Education, 26(1), 75–92.
Baram-Tsabari, A., & Yarden, A. (2009). Identifying meta-clusters of students’ interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999–1022
Baron-Cohen, S. (2003). The essential difference: Men, women and the extreme male brain. London: Penguin Books.
Barres, B. A. (2006). Does gender matter? Nature, 442, 133–136.
Biddulph, F., Symington, D., & Osborne, J. (1986). The place of children’s questions in primary science education. Research in Science & Technological Education, 4(1), 77–88.
Biological Sciences Curriculum Study [BSCS] (1993). Developing biological literacy: A guide to developing secondary and post-secondary biology curricula (B. S. C. Study, Trans.). Dubuque: Kendall/Hunt.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals, vol. 1, 19th edn. New York: David McKay.
Brill, G., & Yarden, A. (2003). Learning biology through research papers: A stimulus for question-asking by high-school students. Cell Biology Education, 2, 266–274.
Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955–970.
Burkam, D. T., Lee, V. E., & Smerdon, B. A. (1997). Gender and science learning early in high school: Subject matter and laboratory experiences American Educational Research Journal, 34(2), 297–331.
Busch, H. (2005). Is science education relevant? Europhysics News, 36(5), 162–167.
Cakmakci, G., Sevindik, H., Pektas, M., Uysal, A., Kole, F., & Kavak, G. (2009). Investigating students’ interests in science by using their self-generated questions. Paper presented at the European Science Education Research Association, Istanbul, Turkey, Aug 31–Sept 4.
Calabrese Barton, A., Tan, E., & Rivet, A. E. (2008). Creating hybrid spaces for engaging school science among urban middle school girls. American Educational Research Journal, 45(1), 68–103.
Caspi, A., Chajut, E., & Saporta, K. (2008). Participation in class and in online discussions: Gender differences. Computers and Education, 50(3), 718–724.
Charles, M., & Bradley, K. (2009). Indulging our gendered selves? Sex segregation by field of study in 44 countries. American Journal of Sociology, 114(4), 924–976.
Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39.
Christidou, V. (2006). Greek students’ science-related interests and experiences: Gender differences and correlations. International Journal of Science Education, 28(10), 1181–1199.
Couper, M. P. (2000). Web surveys: A review of issues and approaches. Public Opinion Quarterly, 64(4), 464–494.
Dawson, C. (2000). Upper primary boys’ and girls’ interests in science: Have they changed since 1980? International Journal of Science Education, 22(6), 557–570.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325–346.
Dillon, J. T. (1988). The remedial status of student questioning. Journal of Curriculum Studies, 20(3), 197–210.
Eccles, J. S. (1994). Understanding women’s educational and occupational choices. Psychology of Women Quarterly, 18, 585–609.
Falchetti, E., Caravita, S., & Sperduti, A. (2007). What do layperson want to know from scientists? An analysis of a dialogue between scientists and laypersons on the web site Scienzaonline. Public Understanding of Science, 16(4), 489–506.
Farenga, S. J., & Joyce, B. A. (1999). Intentions of young students to enroll in science courses in the future: An examination of gender differences. Science Education, 83(1), 55–75.
Flammer, A. (1981). Towards a theory of question asking. Psychology Research, 43, 407–420.
Friedler, Y., & Tamir, P. (1990). Sex differences in science education in Israel: An analysis of 15 years of research. Research in Science and Technological Education, 8(1), 21–34.
Gardner, P. L. (1998). The development of males’ and females’ interests in science and technology. In L. Hoffmann, A. K. Krapp, A. Renninger & J. Baumert (Eds.), Proceedings of the Seeon Conference on Interest and Gender (pp. 41–57). Kiel: IPN.
Gardner, P. L., Penna, C., & Brass, K. (1996). Technology education in the post-compulsory years. In P. J. Fensham (Ed.), Science and technology education in the post compulsory years (pp. 140–192). Melbourne: ACER.
George, R. (2006). A cross-domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571–589.
Greenfield, T. A. (1998). Gender- and grade-level differences in science interest and participation. Science Education, 81(3), 259–276.
Gross, M. (2001). Imposed information seeking in public libraries and school library media centres: A common behaviour? Information Research
(2). Retrieved from http://InformationR.net/ir/6-2/paper100.html
Guiso, L., Monte, F., Sapienza, P., & Zingales, L. (2008). Culture, gender, and math. Science, 320, 1164–1165.
Handelsman, J., Cantor, N., Carnes, M., Denton, D., Fine, E., Grosz, B., Hinshaw, V., et al. (2005). More women in science. Science, 309, 1190–1191
Haworth, C., Dale, P., & Plomin, R. (2008). A twin study into the genetic and environmental influences on academic performance in science in nine-year-old boys and girls. International Journal of Science Education, 30(8), 1003–1025.
Hewlett, S. A., Luce, C. B., & Servon, L. J. (2008). Stopping the exodus of women in science. Harvard Business Review
. Retrieved from http://hbr.harvardbusiness.org/2008/06/stopping-the-exodus-of-women-in-science/ar/1
Hoffmann, L. (2002). Promoting girls’ interest and achievement in physics classes for beginners. Learning and Instruction, 12, 447–465.
Israeli National Institute for Evaluation in Education (2007). Primary findings from PISA 2006 (in Hebrew). Retrieved April 17, 2008, from http://rama.education.gov.il
Jackson, L., Ervin, K., Gardner, P., & Schmitt, N. (2001). Gender and the internet: Women communicating and men searching. Sex Roles, 44(5–6), 363–379.
Jenkins, E. W., & Nelson, N. W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41–57.
Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180–192.
Kahle, J. B., & Lakes, M. K. (1983). The myth of equality in science classrooms. Journal of Research in Science Teaching, 20(2), 131–140.
Kahle, J. B., Parker, L. H., Rennie, L. J., & Riley, D. (1993). Gender differences in science education: Building a model. Educational Psychologist, 28(4), 379–404.
Kelly, A. (1978). Girls and science: An international study of sex differences in school science achievement, vol. 9. Stockholm: Almqvist & Wiksell International.
Krapp, A. (2000). Interest and human development during adolescence: An educational–psychological approach. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 109–128). London: Elsevier.
Lagesen, V. A. (2008). A cyberfeminist utopia? Science, Technology & Human Values, 33(1), 5–27.
Lavonen, J., Juuti, K., Uitto, A., Meisalo, V., & Byman, R. (2005). Attractiveness of science education in the Finnish comprehensive school. In A. Manninen, K. Miettinen & K. Kiviniemi (Eds.), Research findings on young people’s perceptions of technology and science education (pp. 5–30). Helsinki: Technology Industries of Finland.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359.
Lemish, D., & Ribak, R. (2007). Israeli children go-on-line
. Retrieved January 29, 2008, from www.lse.ac.uk/collections/EUKidsOnline/IsraeliChildrenGo-On-lineBrussels07.ppt
Linn, M. C., & Hyde, J. S. (1989). Gender, mathematics, and science. Educational Researcher, 18(8), 17–19, 22–27.
Lubinski, D. S., & Benbow, C. P. (2007). Sex differences in personal attributes for the development of scientific expertise. In S. J. Ceci & W. M. Williams (Eds.), Why aren’t more women in science: Top researchers debate the evidence (pp. 79–100). Washington: American Psychological Association.
Lyons, T. (2006). Different countries, same science classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28(6), 591–613.
Miller, P. H., Slawinski Blessing, J., & Schwartz, S. (2006). Gender differences in high-school students’ views about science. International Journal of Science Education, 28(4), 363–381.
Ministry of Communication (2006). Telecommunications in Israel 2008
. Retrieved from http://www.moc.gov.il/sip_storage/FILES/5/605.pdf
Mullis, V. S., Martin, M. O., Fierros, E. G., Goldberg, A. L., & Stemler, S. E. (2000). Gender differences in achievement. Chestnut: TIMSS International Study Center.
Murphy, P., & Whitelegg, E. (2006). Girls in the physics classroom: A review of the research into the participation of girls in physics. London: Institute of Physics.
National Center for Education Statistics (2005). Internet access in U.S. public schools and classrooms: 1994–2003. Washington: U.S. Department of Education.
Organisation for Economic Co-operation and Development [OECD]. (2006). Evolution of student interest in science and technology studies: Policy report. Paris: OECD.
Osborne, J., & Collins, S. (2000). Pupils’ and parents’ views of the school science curriculum. London: King’s College London.
Osborne, J., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus group study. International Journal of Science Education, 23(5), 441–467.
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: Nuffield Foundation.
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
Osborne, J., Simon, S., & Tytler, R. (2009). Attitudes towards school science: An update. Paper presented at the European Science Education Research Association, Istanbul, Turkey, Aug 31–Sept 4.
Papastergiou, M. (2008). Are computer science and information technology still masculine fields? High school students’ perceptions and career choices. Computers & Education, 51(2), 594–608.
Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46(2), 166–191.
Pedrosa de Jesus, H., Teixeira-Dias, J. J. C., & Watts, M. (2003). Questions of chemistry. International Journal of Science Education, 25(8), 1015–1034.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River: Merrill.
Qualter, A. (1993). I would like to know more about that: A study of the interest shown by girls and boys in scientific topics. International Journal of Science Education, 15(3), 307–317.
Rainie, L., & Hitlin, P. (2005). The internet at school
. Retrieved June 4, 2007, from http://www.pewinternet.org/pdfs/PIP_Internet_and_schools_05.pdf
Rop, C. J. (2003). Spontaneous inquiry questions in high school chemistry classrooms: Perceptions of a group of motivated learners. International Journal of Science Education, 25(1), 13–33.
Roth, W.-M. (2008). Bricolage, métissage, hybridity, heterogeneity, diaspora: Concepts for thinking science education in the 21st century. Cultural Studies of Science Education, 3(4), 891–916.
Scantlebury, K., Baker, D., Sugi, A., Yoshida, A., & Uysal, S. (2007). Avoiding the issue of gender in Japanese science education. International Journal of Science and Mathematics Education, 5(3), 415–438.
Scardamalia, M., & Bereiter, C. (1992). Text-based and knowledge-based questioning by children. Cognition and Instruction, 9(3), 177–199.
Schreiner, C. (2006). Exploring a ROSE-garden: Norwegian youth’s orientations towards science—Seen as signs of late modern identities. Doctoral thesis, University of Oslo, Oslo, Norway.
Shakeshaft, C. (1995). Reforming science education to include girls. Theory Into Practice, 34(1), 74–79.
Shemesh, M. (1990). Gender-related differences in reasoning skills and learning interests of junior high school students. Journal of Research in Science Teaching, 27(1), 27–34.
Sjøberg, S. (2000). Science and scientists: The SAS Study
. Retrieved April 23, 2004, from http://folk.uio.no/sveinsj/SASweb.htm
Sjøberg, S., & Schreiner, C. (2002). ROSE handbook: Introduction, guidelines and underlying ideas
. Retrieved March 11, 2004, from http://folk.uio.no/sveinsj/ROSE%20handbook.htm
Sjøberg, S., & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE. Asia-Pacific Forum on Science Learning and Teaching, 6(2), 1–17.
Spall, K., Barrett, S., Stanisstreet, M., Dickson, D., & Boyes, E. (2003). Undergraduates’ views about biology and physics. Research in Science & Technological Education, 21(2), 193–208.
Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science? A critical review. American Psychologist, 60, 950–958.
Stark, R., & Gray, D. (1999). Gender preferences in learning science. International Journal of Science Education, 21(6), 633–643.
Trumper, R. (2006). Factors affecting junior high school students’ interest in biology. Science Education International, 17(1), 31–48.
Weisstein, E. W. (2009). Minkowski Metric. MathWorld—A Wolfram Web Resource
. Retrieved November 9, 2009, from http://mathworld.wolfram.com/MinkowskiMetric.html
Wenneras, C., & Wold, A. (1997). Nepotism and sexism in peer-review. Nature, 387, 341–343.
Woodward, C., & Woodward, N. (1998). Girls and science: Does a core curriculum in primary school give cause for optimism? Gender and Education, 10(4), 387–400.
Yerdelen-Damar, S., & Eryılmaz, A. (2009). Questions about physics: The case of a Turkish ‘Ask a Scientist’ website. Research in Science Education
Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45(9), 1036–1058
Zohar, A. (2003). Her physics, his physics: Gender issues in Israeli advanced placement physics classes. International Journal of Science Education, 25(2), 245–268.
Zohar, A., & Bronshtein, B. (2005). Physics teachers’ knowledge and beliefs regarding girls’ low participation rates in advanced physics classes. International Journal of Science Education, 27(1), 61–77.