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

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Computers & Education Volume 35, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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 questionaires, 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.

Citation

Mayer-Smith, J., Pedretti, E. & Woodrow, J. (2000). Closing of the gender gap in technology enriched science education: a case study. Computers & Education, 35(1), 51-63. Elsevier Ltd. Retrieved July 23, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0360-1315(00)00018-X

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