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Tool time: Gender and students' use of tools, control, and authority
Journal of research in science teaching, 2000-10, Vol.37 (8), p.760-783
Jones, M. Gail
Brader-Araje, Laura
Carboni, Lisa Wilson
Carter, Glenda
Rua, Melissa J.
Banilower, Eric
Hatch, Holly
2000
Volltextzugriff (PDF)
Details
Autor(en) / Beteiligte
Jones, M. Gail
Brader-Araje, Laura
Carboni, Lisa Wilson
Carter, Glenda
Rua, Melissa J.
Banilower, Eric
Hatch, Holly
Titel
Tool time: Gender and students' use of tools, control, and authority
Ist Teil von
Journal of research in science teaching, 2000-10, Vol.37 (8), p.760-783
Ort / Verlag
New York: John Wiley & Sons, Inc
Erscheinungsjahr
2000
Quelle
ERIC
Beschreibungen/Notizen
In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender‐related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000
Sprache
Englisch
Identifikatoren
ISSN: 0022-4308
eISSN: 1098-2736
DOI: 10.1002/1098-2736(200010)37:8<760::AID-TEA2>3.0.CO;2-V
Titel-ID: cdi_proquest_journals_1554121280
Format
–
Schlagworte
Concept Formation
,
Constructivism (Learning)
,
Curriculum subjects: programmes and methods
,
Educational sciences
,
Elementary Education
,
Ethnicity
,
Exact and natural sciences
,
Human Geography
,
Inquiry
,
Learning Processes
,
Science Equipment
,
Science Materials
,
Scientific Concepts
,
Sex Differences
,
Teaching methods
,
Vygotsky (Lev S)
Weiterführende Literatur
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