Abstract
The outcomes of two studies reported here indicate that the teacher inservice workshops, combined with activity-based science lessons, affected students' attitudes and perceptions about electricity. Australian and U.S. studies produced different patterns explored and explained in the paper.
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This material is based upon research supported by the National Science Foundation under grant MDR-88-50570 in the United States and supported by a grant from the Special Projects Program of the Commonwealth Schools Commission in the “Education of GirlsDD section of Projects of National Significance in Australia. Any opinions, findings and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation or the Commonwealth Schools Commission.
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Kahle, J.B., Rennie, L.J. Ameliorating gender differences in attitudes about science: A cross-national study. J Sci Educ Technol 2, 321–334 (1993). https://doi.org/10.1007/BF00694595
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DOI: https://doi.org/10.1007/BF00694595