By Howes Elaine V.

Connecting women and technology exhibits readers the strong effects that may take place in secondary technological know-how school rooms while scholars' curiosity and interest approximately technology are introduced firmly to the heart of the curriculum. particularly, writer Elaine Howes demonstrates how ladies can turn into extra drawn to studying technology whilst such themes as being pregnant, childbirth, or sexism in technological know-how are incorporated in school room discussions. by way of hearing the worries and pursuits of the scholars and utilizing their enter to aid type a responsive technological know-how curriculum, Howes indicates us easy methods to reconnect scholars to technological know-how. additionally, ifnbsp; subject matters of specific curiosity to girl scholars are under pressure, Howes believes that it's not merely attainable to encourage women to like technology, but in addition to get rid of conventional gender divisions which can preserve lady scholars from pursuing careers in technology.

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Additional resources for Connecting Girls and Science: Constructivism, Feminism, and Science Education Reform (Ways of Knowing in Science and Math, 18)

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FEMINISM AND TEACHER RESEARCH Because I was learning to teach at the same time that I was learning feminist theory, my understandings of both pedagogy and feminism developed concurrently. My focus gradually shifted from my own visions of science to my students’ visions. Because I was a researcher, encouragement and Dual Influences 31 urging to make this move came from pedagogical recommendations supported by constructivist theories of learning as well as the politically motivated intentions of feminism and critical pedagogy.

207), are viewed as not only different from but inferior to men. 1 I choose to look at this work as a way to add to the panoply of moral and intellectual traits that girls and boys, women and men, can make part of ourselves and act on. , 1986). Notably, “connected” is not how most science teaching is characterized. Instead, as represented in textbooks, lectures, and canned laboratory experiences, scientific concepts are regularly separated from the rest of our lives. As a feminist biology teacher, I am intrigued by feminism associated with biological differences between male and female human bodies.

Epistemology—the study of knowledge—produces and examines bases for validity, authenticity, and usefulness of the researcher’s accounts and explanations. One of the most powerful of the contributions that feminists have made to epistemology is the argument that knowledge cannot be value free (Shulman, 1994). This is to say that individuals hear, 32 Connecting Girls and Science see, and feel differently not because we are biologically different, but because we are differentially placed in a social structure that gives precedence to some ways of knowing over others.

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