Contribution to Book
Identity, Materials, And Pedagogy: Girls In Primary Science Classrooms In Wales
World Class Initiatives And Practices In Early Education: Educating The Young Child, Volume 9 - Advances In Theory And Research, Implications For Practice
(2014)
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
Disciplines
Publication Date
2014
Editor
Louise Boyle Swiniarski
Publisher
Springer
DOI
10.1007/978-94-007-7853-5_5
Citation Information
Cleti Cervoni. "Identity, Materials, And Pedagogy: Girls In Primary Science Classrooms In Wales" World Class Initiatives And Practices In Early Education: Educating The Young Child, Volume 9 - Advances In Theory And Research, Implications For Practice (2014) p. 67 - 80 Available at: http://works.bepress.com/cleti-cervoni/5/