Gender and Science Education
Gender and Science Education
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性别与科学教育
DOI：
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发表时间：
2004
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影响因子：
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通讯作者：
P. Fensham
中科院分区：
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作者：
P. Fensham
在我看来，对科学教育中性别这一重要问题的研究，其起源似乎有些讽刺。1981年，艾莉森·凯利（Alison Kelly）出版了《失踪的一半：女孩与科学》（The Missing Half：Girls and Science）。从那以后，这本书经常被研究人员引用，包括大多数女权主义者，作为科学教育研究这一子领域的灵感来源。它也经常被引用为1980年代在一些国家出现的对科学课程中性别问题的强烈关注运动的基础。在国际上，这一关切体现在女孩与科学和技术组织上，该组织从1981年在挪威开始，每两年举行一次关于这些问题的会议。令人关切的是，女孩在学校科学，特别是物理科学方面的参与程度低于男孩，因此，在大多数国家，女性在许多专业角色中的代表性不足，而在这些物理科学方面的成功是这些专业角色的守门人。
Research into the important issue of gender in science education has seemed to me to have had a somewhat ironic origin. In 1981 Alison Kelly produced The Missing Half: Girls and science. This book has ever since been regularly cited by researchers, including most feminist ones, as the inspiration for this sub-area of research in science education. It is also often quoted as the basis for the very strong movement of concern about gender issues in the science curriculum that arose during the 1980s in a number of countries. Internationally, this concern manifested itself in the Girls and Science and Technology (GASAT) organisation, that has held biennial conferences around these issues, beginning in Norway in 1981. The concern stemmed from the fact that girls were participating less than boys in school science, particularly the physical sciences, and consequently females were under-represented in most countries in the many professional roles for which success in these physical sciences is the gatekeeper.