By Howes Elaine V.
Connecting women and technology exhibits readers the strong effects which may take place in secondary technological know-how study rooms whilst scholars' curiosity and interest approximately technological know-how are introduced firmly to the guts of the curriculum. particularly, writer Elaine Howes demonstrates how women can turn into extra attracted to studying technology while such issues as being pregnant, childbirth, or sexism in technological know-how are incorporated in school room discussions. via hearing the troubles and pursuits of the scholars and utilizing their enter to assist type a responsive technological know-how curriculum, Howes exhibits us find out how to reconnect scholars to technology. moreover, ifnbsp; issues of specific curiosity to lady scholars are under pressure, Howes believes that it's not in basic terms attainable to motivate ladies to like technological know-how, but in addition to eliminate conventional gender divisions which may preserve girl scholars from pursuing careers in technological know-how.
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Connecting ladies and technology exhibits readers the robust effects that could ensue in secondary technology school rooms whilst scholars' curiosity and interest approximately technology are introduced firmly to the guts of the curriculum. particularly, writer Elaine Howes demonstrates how women can develop into extra drawn to studying technology whilst such themes as being pregnant, childbirth, or sexism in technological know-how are integrated in school room discussions.
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Extra resources for Connecting Girls and Science: Constructivism, Feminism, and Science Education Reform (Ways of Knowing in Science and Math, 18)
Therefore, I am joining with other authors (Lorber, 1994; Rosser, 1997; Tong, 1989) in developing labels that fit my particular case—a teacher-researcher study of high school students’ images of science. The descriptions I provide below are thus open to disagreement. For now, I will explain my own labels and visions of feminist strands of thought as they pertain to this book. I briefly address liberal feminism and poststructural feminism here, because while not openly utilized in the data analysis, they inform my thinking.
I did have a list of prepared questions that I used to get the conversation going and to remind myself to ask things that I did not want to forget. However, these were not purely one-way interviews, because they shifted with each student or set of students, and because I also inserted my own ideas and beliefs occasionally. They were not strictly conversational, either, because I did have particular issues that I guided students to talk about. It is due to this structure that I employ the term interview-conversations rather than interviews or conversations.
This was: • We spent a few days discussing the concept of stereotypes of scientists, and how scientists we could imagine could be different from these stereotypes. Explain your position on this issue. Approach it however you like—humor is allowed—but take it seriously, nonetheless. Students in this classroom often drew on overheads and newsprint. This drawing was to accompany presentations, or else to indicate to me their thinking as an addition to or substitute for writing. Drawings were usually made in groups.
Connecting Girls and Science: Constructivism, Feminism, and Science Education Reform (Ways of Knowing in Science and Math, 18) by Howes Elaine V.