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The process of educating children in our schools has reflected a long history of science and mathematics for males only. Culturally, women and minorities have not made the same progress in society as their male counterparts, education for them being significantly different. These differences, coupled with culturally determined expectations, have resulted in women comprising only three percent of the science, engineering, and business graduates produced by schools today. In order to assist females and minorities to reduce negative aspects associated with the learning of science and mathematics, a range of successful educational policies, programs, and methods are available to help these students. Confronting the social barriers and dealing with the idea of equity in course content, learning activities, and teaching mehtods are necessary steps to ensure females innovative opportunities to increase their skills in math and science. In developing science materials that are relevant to females and minorities, teachers must provide new career models. This will encourage students to clarify their own values and assure them that there are professional opportunities in science for them. Removing the biases from science education will promote the best use of human resources. (LL)

Descriptors: Anxiety, Classroom Environment, Elementary Secondary Education, Equal Education, Females, Learning Processes, Literature Reviews, Males, Mathematics Teachers, Minority Groups, Science Education, Science Teachers, Sex Bias, Thinking Skills, Womens Education











Autor: Dobson, Henry D.; Hranitz, John R.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11876&id=ED350288



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