ERIC Number: ED360191
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Equal Opportunity Learning: Hands-On Science for Girls and Boys.
Dalton, Bridget; And Others
This paper presents the results of a comparison of the effects of gender on fourth-grade students' learning in hands-on science. This study is part of a 3-year classroom based project of hands-on science in 6 urban and 2 suburban classrooms (n=171). Half of the teachers used a supported-inquiry approach, and half used activity-based science to teach a hands-on science unit on electricity over a 6 week period, each completing 12 learning experiences. Both approaches engaged students in hands-on exploration. Teachers participated in a 1-day training session, followed by two after-school coaching sessions. A written electricity test was used as a pre and posttest. A diagram analysis exam was used as a posttest only (both instruments are in the appendix). There were no gender effects on the pretest, posttests, and assessment modality. (Contains 15 references.) (PR)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Education Development Center, Inc., Newton, MA.