Are high school chemistry textbooks gender fair?

Bazler, Judith A.; Simonis, Doris

doi:10.1002/tea.3660280408

Cited by 63 publications

(45 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, preservice teachers should critique instructional materials from the standpoints of equity (e.g., Bazler & Simonis, 1991;Bryan & Atwater, 2002;Lee, 1997) and the nature of science (e.g., Davis, 2003;Lederman, 1992). If teachers cannot adapt curriculum materials to help diverse learners understand authentic science, they will fail.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Preservice elementary teachers' critique of instructional materials for science

Davis

2006

Sci. Ed.

106

View full text Add to dashboard Cite

Science teachers must adapt curriculum materials, so preservice teachers must develop beginning proficiency with this authentic task of teaching. What criteria do they use when they critique these materials in preparation for adapting them, when they develop the criteria themselves and when they are given a set of criteria from which to choose? These results indicate that the 20 participating preservice elementary teachers held a sophisticated set of criteria for critiquing instructional materials; for example, they paid attention to scientific inquiry and instructional goals. In some cases, providing options from which they could select as a part of the instructional approach taken in the class allowed the preservice teachers to engage in substantive critique of the instructional materials along criteria not prominent in their initial set. Even with explicit support, however, the preservice teachers did not engage in substantive critique about how scientific content is represented. Furthermore, they typically describe inquiry as important to incorporate to promote student interest, not to engage students in genuine scientific activity. It is concluded that critique activities used in science methods courses should be authentic and scaffolded to be optimally effective. Critique along especially challenging dimensions needs systematic, explicit, and perhaps more consistent support.

show abstract

Section: Implications and Conclusionmentioning

confidence: 99%

Preservice elementary teachers' critique of instructional materials for science

Davis

2006

Sci. Ed.

106

View full text Add to dashboard Cite

show abstract

“…In general, males experience a higher level of science activity as a result of the type of curricular materials used (Bazler & Simonis, 1991) and the differential attention and expectation they receive from their teachers (Jones & Wheatley, 1990). Increasingly, attention has turned to the role of the science teacher in understanding why in school classroom contexts these disparities exist for females (Plucker, 1996).…”

mentioning

confidence: 99%

Teaching elementary science methods to women: A male professor's experience from two perspectives

McGinnis

Pearsall

1998

J. Res. Sci. Teach.

View full text Add to dashboard Cite

This is an action research study using an N of one (a case study) from the theoretical stance of symbolic interaction. This study of one male science education professor's experience teaching elementary science methods to females is told from two perspectives: the perspective of the professor and of a female coresearcher. In this study, the coresearchers present their perspectives of studying the gender difference between the male professor and his female elementary science method students and the attempts he makes to implement gender inclusive pedagogy. Discussion focuses on what each has learned through this study of examining the professor's practice as he takes action to improve the teaching and learning in his science method classes predominately populated by women. A key implication from this study is the assertion that male science methods professors have a special obligation to break the cycle of inequity in science teaching and learning for females by taking action to foster a female-friendly classroom climate and to encourage females to become engaged in class conversations and activities. However, professors should be aware that both female and male elementary teachers socialized in a system privileging men may not value efforts, or may even actively resist efforts to promote gender-inclusive science education during science methods. © 1998 John Wiley & Sons J Res Sci Teach 35: 919-949, 1998. This study of one science education professor's experience teaching elementary science methods to women is told from two perspectives: the perspective of the male college professor and of his female coresearcher. In both perspectives, the teacher candidate voices in the professor's science methods class are instrumental in constructing insights. Like many studies of teaching, this study offers the promise of providing insight into current teaching practice in one specific case and into understanding the larger cultural context in which it is embedded. Purpose and Relevant BackgroundIn this study, the gender difference between the male professor and his female elementary teacher candidates was of prime interest. A preponderance of research documents the persistent underrepresentation of women in science coursework and careers. A corresponding body of literature seeks to document the role of precollegiate science courses on female participation and JOURNAL

show abstract

“…They have typically considered isolated characteristics of curriculum materials, such as the range of topics covered in the material (e.g., Chiapetta, Sethna, & Fillman, 1993), the level of difficulty of the writing (e.g., Vachon & Haney, 1991), the use of illustrations (e.g., Holliday, 1990), attention to student diversity (e.g., Bazler & Simonis, 1991;Potter & Rosser, 1992), or the extent of inquiry focus (e.g., Eltinge & Roberts, 1993).…”

mentioning

confidence: 99%

How well do middle school science programs measure up? Findings from Project 2061's curriculum review

2002

View full text Add to dashboard Cite

The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development. ß

show abstract

Are high school chemistry textbooks gender fair?

Cited by 63 publications

References 4 publications

Preservice elementary teachers' critique of instructional materials for science

Preservice elementary teachers' critique of instructional materials for science

Teaching elementary science methods to women: A male professor's experience from two perspectives

How well do middle school science programs measure up? Findings from Project 2061's curriculum review

Contact Info

Product

Resources

About