Abstract
The purpose of this chapter is twofold. First, we present a cross-national comparison of the implementation of a gender equity initiative in Australia and the USA. Second, we provide an example of the ways in which both teaching and research in science education can be informed through the development and implementation of gender equity initiatives. The chapter documents the stages in a collaborative and evolving process involving two almost identical studies, one in Australia and one in the USA, and uses the combined results of the two studies in developing an explanatory model of the relationship between gender and science in schools and classrooms. Both studies used inservice workshops not only to address primary school teachers’ lack of background knowledge and skill in teaching physical science, but also to give them training in gender-equitable teaching strategies. Both interventions were monitored and evaluated in terms of student and teacher attitudes, beliefs and behaviours in relation to science.
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© 1996 Springer Science+Business Media Dordrecht
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Rennie, L.J., Parker, L.H., Kahle, J.B. (1996). Informing Teaching and Research in Science Education Through Gender Equity Initiatives. In: Parker, L.H., Rennie, L.J., Fraser, B.J. (eds) Gender, Science and Mathematics. Science & Technology Education Library, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-0143-1_16
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DOI: https://doi.org/10.1007/978-94-011-0143-1_16
Publisher Name: Springer, Dordrecht
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