Journal Article: Closing of the gender gap in technology enriched science education: a case study


Education, Science/Teaching/High schools, Girls/Education, Sex differences, Science/Computer aids


Mayer-Smith, Jolie; Pedretti, Erminia; Woodrow, Janice


2000, August


This case study explores a popular assertion, namely that success in technology enriched science classrooms is gender dependent. We investigate how students respond to substantive changes that accompany a comprehensive integration of technology with the teaching and learning of secondary science and physics. Specifically, we ask: (1) Do female students view, participate, and achieve differently than male students in technology enhanced science classrooms? and, (2) If not, why not? Empirical evidence collected over seven years includes: classroom observations, student interviews and questionnaires, classroom achievement records, and journal entries; Findings from the study illustrate that sound pedagogical practices and social organization in technology enhanced secondary science classrooms can promote a gender inclusive experience, where women and men participate and perform equally well. Methodologically, the study also illustrates how a consideration of the complexity of classroom environments contributes to rich contextual understanding of the interplay of technology, teaching, and learning. Reprinted by permission of the publisher.


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