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Identity, Materials, and Pedagogy: Girls in Primary Science Classrooms in Wales

  • Cleti CervoniEmail author
Chapter
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Part of the Educating the Young Child book series (EDYC, volume 9)

Abstract

Girls’ achievement in science has caught up with boys’ in the UK and the USA, yet girls do not choose careers in science at the same rate as boys. Understanding more about the multiple and sometimes contradictory ways that girls experience science in a classroom context will help shed light on the larger problem of girls’ retention in science.

Keywords

Children voices Teachers’ voices Science pedagogy Gender equity Identity Inquiry Sociocultural Strategies Girls and science Primary science classroom 

Notes

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Childhood Education DepartmentSalem State UniversitySalemUSA

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