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ISSN: 1072-8325 Print
ISSN: 1940-431X Online
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You can order a single issue or an individual article, as well as view the table of contents or article abstract by clicking on the volume number, then the issue number in the right sidebar.
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Institutional price: $238.00
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Online subscription
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DOI: 10.1615/JWomenMinorScienEng.v14.i1
Pages: 117
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DOI: 10.1615/JWomenMinorScienEng.v14.i1.30
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Article price - $35.00 |
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IMPROVING WOMEN'S AND GIRLS' ATTITUDES TOWARD SCIENCE WITH INSTRUCTIONAL STRATEGIES
Phyllis Leary Newbill
Department of Learning Sciences and Technologies, Virginia Tech
Katherine Sears Cennamo
Department of Learning Sciences and Technologies, Virginia Tech
ABSTRACT
One of the ways to plug the "leaking pipeline" of women scientists is to use the classroom to improve women's and girls' attitudes toward science. Considerable research has been done on women's and girls' reasons for choosing science, theories of attitudes and attitude change, instructional design for attitude change, and instructional design for women. Those bodies of literature are examined to distill the critical components for designing instruction to improve women's and girls' attitudes toward science. Three major themes are identified in the literature examined: the value of emotion, the positive effects of role models, and the need to address attitude functions. From conclusions based on the three themes, 15 specific instructional guidelines are presented and illustrated with an example of how these guidelines were incorporated in a Web-based science lesson.
pages 49-65
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