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There is a scarcity of research evaluating the effect of the classroom exposure of students to historical and/or female role models in the sciences. This paper describes a unit involving an historical female role model that was incorporated into a college-level science course. The goals of the unit were to provide an historical context for scientific research, explore social implications of the modern extension of this research, and provide a female role model prior to 1970. The unit consisted of a lecture, two assigned readings, and a discussion period. Data were qualitative and the main source of this data came from journals kept by participating students (n=13). Journals were coded for themes. This was a hypothesis-generating study. The operative hypothesis was that the students would report an improved awareness of women in science and of the social and historical context of the sciences. Due to a confounding factor, no conclusions could be drawn as to whether the students saw science as masculine, feminine, or androgynous, or whether there were any changes in opinion during the time of the experiment. Includes study outline and list of journal questions submitted to the students. (Contains 13 references.) (PVD)

Descriptors: Biological Sciences, College Science, Females, Genetics, Higher Education, Role Models, Science Instruction, Student Attitudes











Autor: Scholer, Anne-Marie

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7543&id=ED405184







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