Abstract
The complexity of teaching is many times ignored or simply not acknowledged within a myriad of social schemas unfolding within defined but unspoken norms. Our research reported findings related to a female science teacher's attitudes and beliefs and the implications of these in relation to pedagogical practice. In particular we focused on aspects of gender while underscoring the complexity of the female/male dualism. For the teacher, understanding the complexity of this dualism framed definitions of gender equity applied to her pedagogical practice. This is important because understanding that is grounded beyond a simplistic dualism focuses on the complexities involved in defining how gender equity is achieved, in the science classroom. For example, addressing gender equity with a focus on providing equal treatment ignores the socialization that students have experienced relevant to gender.
Original language | English |
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Pages (from-to) | 980-985 |
Number of pages | 6 |
Journal | Cultural Studies of Science Education |
Volume | 2 |
Issue number | 4 |
State | Published - Oct 2007 |
Scopus Subject Areas
- Cultural Studies
Keywords
- Feminist theory
- Gender
- Science teaching
- Social complexities
- Teacher beliefs