This dissertation investigated if the implementation of six different female-oriented teaching strategies had an effect on the attitude of middle school female science students. Female-oriented teaching strategies included single-sex groupings, student-teacher interactions, introduction of female role models, guided-inquiry teaching pedagogy, demonstration of real world relevance of science, and the implementation of more technology into science lessons.
Quantitative data was collected by an initial and final administration of an attitude survey. The survey consisted of 48 Likert-type questions and was separated into six attitude domains (perception of the science teacher, anxiety, self-concept, value, enjoyment and motivation). Qualitative data was obtained through student journaling and interviews. A two-tailed, paired t-test was run on the qualitative data to gauge a degree of change in attitude, while deductive coding methods were used to gain female students’ viewpoints of the strategies implemented.
The implementation of four of the six female-oriented teaching strategies had a positive effect on the female students’ attitude toward science. These strategies included grouping students in single-sex pairings, using guided-inquiry lessons, showing students the relevancy of science, and introducing female students to historical and current women in science.
|Commitee:||Hurst, Heather L., Nichols, Jodi L.|
|School:||Frostburg State University|
|School Location:||United States -- Maryland|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Science education, Gender studies|
|Keywords:||Attitude in science, Female science students, Females in science, Middle school, Science pedagogy|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be