Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms

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Gender
Pupil grouping and organisation of classes
Science

What is gender-inclusivity in science teaching?

A 'gender-inclusive' approach to teaching science, according to the authors of this study, is one which incorporates values and extends both boys' and girls' prior experiences and learning. Such an approach also takes account of their current interests, needs and concerns as well as their preferred learning and assessment styles.

A gender-inclusive science curriculum:

is 'sex-equitable' in the ways in which it is taught (for example, the language used, the illustrations and the examples used);
emphasises social and environmental applications;
is structured to reduce students' capacity to choose amongst scientific disciplines;
demonstrates both the female content, and the 'lost women' of science;
discusses the evolution, use and abuse of scientific knowledge;
expands the boundaries of science to include that which takes place in a domestic and nurturing context; and
projects a holistic, non-hierarchical view of science.

The research suggests that a successful gender-inclusive curriculum should provide:

a supportive learning environment, emphasising interaction between all students
both discussion and active participation being free of harassment;
real-life contexts and opportunities for students to be personally involved with science;
school-based informal assessment procedures with tasks drawing on contexts that are familiar to both sexes;
attention to students' self awareness of the social pressures which can impact on their education decisions and experiences;
teaching and assessment procedures which take account of diversity; and
discussion of the extent to which science is value-free and objective.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Pupil grouping and organisation of classes > Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex clWedNov51625322003 > What is gender-inclusivity in science teaching?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is gender-inclusivity in science teaching? What did the researchers set out to do? How was the research designed? General findings of the study Gender-inclusiveness and girls Gender-inclusiveness and boys Single-sex v mixed-sex environments Conclusions drawn from the research Implications for practitioners Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex classrooms This digest found in Gender Pupil grouping and organisation of classes Science Send to a friend Word doc 60KB Printer friendly Collate for later What is gender-inclusivity in science teaching? A 'gender-inclusive' approach to teaching science, according to the authors of this study, is one which incorporates values and extends both boys' and girls' prior experiences and learning. Such an approach also takes account of their current interests, needs and concerns as well as their preferred learning and assessment styles. A gender-inclusive science curriculum: is 'sex-equitable' in the ways in which it is taught (for example, the language used, the illustrations and the examples used); emphasises social and environmental applications; is structured to reduce students' capacity to choose amongst scientific disciplines; demonstrates both the female content, and the 'lost women' of science; discusses the evolution, use and abuse of scientific knowledge; expands the boundaries of science to include that which takes place in a domestic and nurturing context; and projects a holistic, non-hierarchical view of science. The research suggests that a successful gender-inclusive curriculum should provide: a supportive learning environment, emphasising interaction between all students both discussion and active participation being free of harassment; real-life contexts and opportunities for students to be personally involved with science; school-based informal assessment procedures with tasks drawing on contexts that are familiar to both sexes; attention to students' self awareness of the social pressures which can impact on their education decisions and experiences; teaching and assessment procedures which take account of diversity; and discussion of the extent to which science is value-free and objective.