Download Connecting Girls and Science: Constructivism, Feminism, and by Howes Elaine V. PDF

By Howes Elaine V.

Connecting women and technological know-how exhibits readers the robust effects which may ensue in secondary technological know-how school rooms whilst scholars' curiosity and interest approximately technology are introduced firmly to the heart of the curriculum. specifically, writer Elaine Howes demonstrates how women can turn into extra attracted to studying technology whilst such issues as being pregnant, childbirth, or sexism in technological know-how are incorporated in lecture room discussions. via hearing the troubles and pursuits of the scholars and utilizing their enter to aid model a responsive technological know-how curriculum, Howes indicates us the way to reconnect scholars to technology. moreover, ifnbsp; issues of specific curiosity to woman scholars are under pressure, Howes believes that it's not merely attainable to motivate women to like technological know-how, but in addition to remove conventional gender divisions which can retain woman scholars from pursuing careers in technological know-how.

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Additional info for Connecting Girls and Science: Constructivism, Feminism, and Science Education Reform (Ways of Knowing in Science and Math, 18)

Sample text

My focus gradually shifted from my own visions of science to my students’ visions. Because I was a researcher, encouragement and Dual Influences 31 urging to make this move came from pedagogical recommendations supported by constructivist theories of learning as well as the politically motivated intentions of feminism and critical pedagogy. Below, I delineate how these two threads in my teacher-researcher thinking continue to guide my analyses of students’ visions of science. The initial purpose of this teacher-research project was to conduct an in-depth study of instances in my high school biology teaching in which I perceived my practice to be feminist.

Thus these physical and psychological identifiers of the female are linked, resulting in social and personal assumptions that put women in charge of children and intimate human relationships. The biological certitude that women can bear children becomes the justification for the validity of status-quo beliefs about roles of men and women, and, consequently, the justification for training and expectations that distinguish boys from girls and aim to help all children fit into their gender assignments.

Due to the sex differences allowed by these different chromosomes, however, males and females develop different reproductive organs. Thus, women are biologically different from men in that we can conceive, carry, and nutritionally provide for fetuses and infants from our own bodies. The studies utilized in this book come from a perspective that states that gender is socially constructed, therefore malleable. I do not argue that girls and women behave, learn, or make decisions in feminine ways because they are biologically female.

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