This bibliography provides 337 annotated references covering: science teaching at the preschool, kindergarten, elementary, and high school levels; science education as it relates to various science disciplines; science education for special populations; sexual stereotyping in science education; teacher education for science teachers; and how…

Investigated factors affecting science interests of 592 students by administering three questionnaires to them at ages 12+, 13+, and 14+. Conclusions drawn from numerous findings suggest that early science activities have positive and negative long-term effects and dealing with animals seems detrimental to some females' future interest in biology.…

Following a definition of sexism, discusses how sexism can be recognized in science, reasons for concern that science is male dominated, studies on problems of women in science, and what teachers can do to encourage girls to study science at school, including whole school, faculty, and classroom initiatives. (SK)

Summarizes two research studies on: (1) suitability of science reading materials at CSE and O levels, and (2) effects of single sex and coeducation on science subject (N=1200) preferences and choices at 14+. Discusses spider diagrams, what is science, and problems and solutions in chemistry teaching in post-16 institutions. (DS)

Canada is one of nearly 40 countries involved in the Second International Science Study (SISS). The Ontario Ministry of Education used the data generated in the study as a vehicle for assessing science education in the province, and comparing the province to the rest of Canada. Each chapter of this report contains a non-technical summary of…

Preliminary analysis of the Second International Science Study shows, counter to trends in recent studies, improved overall science scores among fifth and ninth graders compared to the 1970s. In particular, fifth graders know more about biology and physical sciences and less about space travel compared to the 1970s. (JN)

Investigated gender patterns with respect to entry rate, project topic, and project type in a state-level science competition. Reports that for the past 20 years the participation rate has been greater for girls than for boys. Boys are more likely than girls to prepare physical, earth, math/computer, and experimental research-based projects. (45…

Two separate reports are presented. The first report describes an activity-based science program for students who have English as a second language. Results of an investigation into the educational experiences and attitudes of girls studying physical science are discussed in the second report. (ML)

This investigation showed no sex difference between boys and girls with regard to practical work at the end of their first year of secondary school and no difference between schools and groupings (all boys, all girls, mixed schools with mixed science classes, and mixed schools with single sex science classes). (JN)

This study investigated the potential influence of female science teachers as sex role models for eighth-grade girls' science and engineering (SE) career interests. Subjects were 30 eighth-grade science teachers (14 men and 16 women) and their 1,937 eighth-grade students (992 girls and 945 boys). Using an SE career interest survey (CIS) developed…

This study sought to determine: (1) whether eighth-grade science teachers serve as sex role models and therefore enhance eighth-grade students' science and engineering (SE) career interests; and (2) if the SE career interests of eighth-grade girls are related to the sex and selected teacher effectiveness characteristics of their eighth-grade…

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. Section one of this guide discusses gender-related issues raised by examining the interests, attitudes, aspirations and behavior that young people bring with them into science classes. Section…

Reports on the results of case studies of science teaching at the elementary level. Two teachers from two elementary schools were studied. Addresses issues in elementary science teaching ranging from the importance at the elementary level to gender differences in science instruction. (TW)

Addresses several questions related to British secondary students' choices in science, particularly as they relate to gender differences. Cites several national surveys that suggest that girls tend to choose biological science courses, while boys choose physical and technological science courses. (TW)

Some observations of general progress and of gender-related differences in achievement when using construction sets in the early years are presented. Included are the results of two studies which examined the use of Lego construction sets by children age six to eight. (CW)