Discusses the responsibilities of scientists on the issue of gender equity in the sciences. Explains the necessary steps to increase female involvement in the sciences and achieve gender equity. (Contains 12 references.) (YDS)

Investigates whether introductory college chemistry students today differ from those a generation ago in terms of Piagetian cognitive functioning, aptitude, and achievement, and whether the gender differences in Piagetian cognitive development functioning found in 1981 are still evident today. Suggests that today's students are different in a…

Investigates the reasons for low academic achievement in chemistry among Hispanics students at the college level. Focuses on gender and ethnicity and uses a 6-question instrument specifically designed to identify the reasons for lack of success. Includes 33 references. (YDS)

Examines the relationships between organic chemistry achievement and a number of cognitive and noncognitive variables, and explores whether gender differences existed for any of these relationships. Concludes that general chemistry grade, ACT-math score, and motivation are significant predictors of organic chemistry achievement. Indicates gender…

Investigates the effects of web-based instructional materials on students' understanding of chemical concepts. Uses interviews with students, concept mapping, and a free-response survey for the study. (YDS)

This study examined the cognitive development of students enrolled in three levels of freshman chemistry courses and focused on changes in spatial ability over time. Results indicate that performance on general Piagetian-type tasks, including spatial visualization, can be refined through educational intervention. Concludes that students appear…