Articles accommodating gender differences in teaching

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Mc Cleery and Tindal’s (1999) study found that LD students who were provided with an explicit, rules-based template for understanding the thinking behind scientific methods were able to outperform their peers who did not receive this explicit instructional support.

Principle-to-practice examples LD students may lack basic study strategies in reading, note taking, developing vocabulary, organizing materials, writing, and other study skills.

Learners have diverse ways of making meaning, constructing knowledge, and expressing understanding; using this perception as a starting point in our science teaching is particularly important for LD students.

In an effort to remedy this, we developed a comprehensive guide for teaching and learning this critical topic at all grade levels.

One of the four guiding principles of the National Science Education Standards is simply “science for all students” (NRC 1996).

This principle underscores the belief that all students, regardless of race, gender, or disability, should have the opportunity to learn and understand the essential science content described in the Standards.

Using formative evaluations to measure student understanding provides useful “diagnostic” information to teachers, but these assessments are underused unless they are also supplied to students in the form of consistent feedback. This video points out some of the bias that women scientists face, particularly when their work challenges the existing paradigm. Goodall was the first to observe chimps in the wild making and using tools, and this was a shock to those who had used tool-making as a defining property of humanity.

Students in general voice a strong preference for frequent and specific feedback (Belcheir 1998), and this type of feedback is important to realistic self-assessment and ultimate success (Linnenbrink and Pintrich 2002; Pintrich 2002). She was attacked for being too young and too good looking to be a serious scientist.

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