On Enrolling More Female Students in Science and Engineering

Bouville, Mathieu

doi:10.1007/s11948-007-9038-1

Cited by 13 publications

(12 citation statements)

References 37 publications

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“…The belief, that outreach practitioners develop constructivist practices that teachers do not have, has been identified as being based on vague justification, or assumption instead of hard facts (Bouville, 2008;Xie & Shauman, 2003). For the first time, outreach practitioners are compared with primary level teachers and the data reveals the belief that assuming outreach practitioners are more disposed to develop constructivist practices than teachers is fallacious.…”

Section: Resultsmentioning

confidence: 99%

Constructivism in the third space: challenging pedagogical perceptions of science outreach and science education

McCauley

Gomes

Davison

2017

International Journal of Science Education, Part B

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Informal opportunities for young people to engage with science have increased in response to declining uptake in science and a shortage of science graduates. This paper is set in the context of the recent introduction of science at primary level in Ireland and the existence of a great number of science outreach programmes, in particular from universities to support this sector. The recent movement to change science pedagogy in schools towards a focus on inquiry and constructivist methods commands discussion around pedagogical practice in both spaces (education and outreach). Building on the authors' research which embraced a qualitative approach to ascertain participant perception of constructivism and understanding of conceptual and pedagogical dilemmas within science education, this paper reports a singularly quantitative insight, carried out in parallel, to facilitate a more formal and standardised comparison within and between populations and to allow generalisation to the larger population. A Constructivist Learning Environment (CLES) survey of both primary teachers (N=148) and science outreach practitioners (N=81) in Ireland was conducted, eliciting multiple dimension perceptions, in terms of pedagogical choice and comparative differentiators regarding sex, school size, outreach frequency in the classroom, role of outreach practitioner within their institution, outreach experience of the outreach practitioner. Results challenge beliefs presented in the literature about a deficit of science pedagogy amongst primary level teachers and therefore questions the role of science outreach in this relationship. This study provokes the necessity for a discussion of the third space, arising from the juxtaposition between science outreach and education.

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Section: Resultsmentioning

confidence: 99%

Constructivism in the third space: challenging pedagogical perceptions of science outreach and science education

McCauley

Gomes

Davison

2017

International Journal of Science Education, Part B

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“…In fact, women-like men-should contribute in those fields where they can shine. As Bouville also states in Bouville (2008b), 'They should purport to allow women to graduate in a field congruent with her abilities and desires, rather than try to draw as many of them to scientific disciplines as possible'. These desires and abilities can be in engineering or not.…”

Section: Towards a More Balanced Engineeringmentioning

confidence: 99%

New ethical challenges for today engineering and technology

Basart

Farrús

Serra

2015

Telematics and Informatics

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a b s t r a c tThis paper is about the intersection of three related areas: ethics, gender and the field of engineering. It is important to focus on the attitudes and values woven through this intersection because they become essential for the complete development of the moral life of the engineering profession and of the awareness of the fact that this is a profession made up of both male and female professionals. Thus, specific behaviour coming from the feminine part is necessary in order to contribute to enriching the features of the engineering profile. An approach particularly attached to feminine values, in comparison to the masculine perspective, is a sign of commitment rather than rights, a collective social group rather than the individual and of an ethic based on caring for others rather than the traditional rationalistic arguments. Because of this, the introduction of qualitative diversity within this professional field is an important fact to highlight when women contribute to the engineering community through the enrichment, expansion and transformation of the values and attitudes that are predominant in the people who work and/or study within the area of engineering and technology.

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“…It is simply not the case, Bouville's pronouncements to the contrary [2], that either researchers of underrepresentation, or managers of STEM intervention programs ''force'' anyone into fields. Instead, equity advocates assert that it is critical to ensure that these fields are open to the participation of women (and other underrepresented groups).…”

Section: Why More Women Don't Enroll In Science and Engineeringmentioning

confidence: 99%

Underrepresentation in the Real World

Chubin

2009

Sci Eng Ethics

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On Enrolling More Female Students in Science and Engineering

Cited by 13 publications

References 37 publications

Constructivism in the third space: challenging pedagogical perceptions of science outreach and science education

Constructivism in the third space: challenging pedagogical perceptions of science outreach and science education

New ethical challenges for today engineering and technology

Underrepresentation in the Real World

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