This specific ISBN edition is currently not available.View all copies of this ISBN edition:
"Connecting Girls and Science" shows readers the powerful results that can occur in secondary science classrooms when students' interest and curiosity about science are brought firmly to the center of the curriculum. In particular, author Elaine Howes demonstrates how girls can become more interested in learning science when such topics as pregnancy, childbirth, or sexism in science are included in classroom discussions. By listening to the concerns and interests of the students and using their input to help fashion a responsive science curriculum, Howes shows us how to reconnect students to science. Furthermore, if topics of particular interest to female students are stressed, Howes believes that it is not only possible to inspire girls to love science, but also to eradicate traditional gender divisions that may keep female students from pursuing careers in science.
"synopsis" may belong to another edition of this title.
Elaine V. Howes is an Assistant Professor in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University. Audience: Science teachers, teacher educators, and researchers. Courses in secondary science education, critical foundations, teacher education, and educational psychology.Review:
"Howes' study reveals a method to make students' ideas central to teaching science. Her focus on creation of instructional situations to 'listen' to students' knowledge and perception of science provides a means to fuse feminist theories and pedagogies to enable 'Science for All' by making National Science Standards more female friendly." - Sue V. Rosser, Dean, Ivan Allen College of Liberal Arts, Professor of History, Technology, and Society, Georgia Institute of Technology "An engaging and important read: passionate, persuasive and practical. Elaine Howes shares snapshots of how a critical feminist teacher creates opportunities to hear students' perspectives. In the process she teaches us that active listening is a powerful tool for quality in both pedagogy and research. This book provides an exemplar of theory informing practice while practice constructs theory. It will change both." - Gaell Hildebrand, The University of Melbourne, Australia."
"About this title" may belong to another edition of this title.
Book Description Teachers College Press, 2002. Condition: Very Good. Former Library book. Great condition for a used book! Minimal wear. Seller Inventory # GRP11348538
Book Description Teachers College Press, 2002. Condition: Good. Former Library book. Shows some signs of wear, and may have some markings on the inside. Seller Inventory # GRP93660184
Book Description Teachers College Press, 2002. Hardcover. Condition: Used: Good. Seller Inventory # SONG0807742112