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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN Imprimir: 1072-8325
ISSN En Línea: 1940-431X

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Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v1.i2.50
pages 153-164

EMPHASIZING GENDER ISSUES IN THE UNDERGRADUATE PREPARATION OF SCIENCE TEACHERS: PRACTICING WHAT WE PREACH

Kathryn Scantlebury
Department of Chemistry and Biochemistry, University of Delaware, Newark, Delaware 19716

SINOPSIS

Because girls' science experiences are often very different from those of boys, the pedagogical content knowledge of science teachers should encompass issues specifically related to gender. Preservice teachers enroll in methods courses and student teaching practica to develop their pedagogical content knowledge. This report discusses the design of a secondary science methods course based on encouraging preservice teachers to engage in "re-visionary acts" to challenge their conceptions of gender and science.


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