Students' scientific literacy may be improved by the integration of social issues into biology courses, enabling them to make informed decisions on social issues in the context of their scientific knowledge. Additionally, this may allow students to recognize the connection between science and society. Although there are a number of benefits with…

Most educational studies highlight the gender gap in Science, Technology, Engineering, and Mathematics (STEM). Female students' interest and success in STEM are behind their male peers, especially in chemistry and physics classes. Females are less likely to pursue a STEM field in college. In addition, few women want to be scientists and engineers.…

Diversity, equity, and inclusion (DEI) practices are a hallmark of high-impact pedagogy. Such practices are common in discussions regarding the retention of all students in STEM, but especially those with identities such as Black, Indigenous, persons of color, female, and LGBTQIA+. However, the extent to which DEI-framed content improves alignment…

Socio-scientific issues, which are often controversial, involve the use of science and are of interest to society, raising ethical and moral dilemmas. Examples of these issues could include genetic technology or air pollution. Following a curriculum reform in England in 2006, socioscientific issues now have a heightened presence in the 14-16…

Students' learning interests and attitudes toward science have both been studied for decades. However, the connection between them with students' life experiences about science and technology has not been addressed much. The purpose of this study is to investigate students' learning interests and life experiences about science and technology, and…

This paper examines the relation between situated cognition theory in science education, and feminist standpoint theory in philosophy of science. It shows that situated cognition is an idea borrowed from a long since discredited philosophy of science. It argues that feminist standpoint theory ought not be indulged as it is a failed challenge to…

This study examines teacher-student interactions and selected student gender differences with volunteer boys and recruited girls in a technology class. The participants were teachers and triads of girls and boys in single-gender sections of a technology course where the students built, designed features for, and programmed Lego robots. We analyzed…

Described is a science program being developed at a high school in Great Britain to cater to the particular needs of females. Curriculum was modified in third, fourth, and fifth examination years to emphasize social nature of science and relevance of science to pupils' lives. Some of the problems encountered with program and selected parts of…

Investigates the effects of Science-Technology-Society instruction on a group of Taiwanese female 10th grade students' cognitive structure outcomes. Examines the role of student scientific epistemological beliefs on such effects. (Author/SAH)

Draws on an array of historical documents to delve into the history of genetics and the lives and scientific accomplishments of female geneticists that include Nettie Stevens, Rosalind Franklin, and Barbara McClintock. (Contains 20 references.) (Author/WRM)

"Women and Minorities in Science" was developed as a course that would bridge the gap between traditional women's studies and Afro-American studies courses. This paper provides a descriptive account of how the course was developed and discusses its content and instructional approach. The class schedule is provided and includes a listing of the…

Summarizes some of the contributions to society made by women who have received the Garvan Medal. Addresses accomplishments in nutrition, industry, biochemistry, government, and group research projects. Includes anecdotal descriptions of some of the women made by colleges, authors, and students. (TW)

This information summarizes the University of Dayton (Ohio) Women in Science Career Facilitation Project entitled Fast Track Late Entry. The University of Dayton Fast Track Program was designed to bring women with bachelor's degrees in mathematics, chemistry, or physics to a technical level in chemical or electrical engineering equivalent to…

Based on experiences gained during the Girls into Science and Technology (GIST) project, this report reviews practical suggestions for teaching science to mixed classes in ways that encourage girls to become more involved in the sciences. Chapter 1 provides data about sex differences in examination entries and women's representation in…

An investigation in which science/technology/society (STS) strategies were utilized for one class and traditional concept-organized strategies were utilized in another is described. Results are contrasted for students enrolled in an STS section and others in a non-STS section. Advantages of the STS program include improving process skills,…