Gender in Pedagogy of Natural Sciences

The research study titled 'Gender in Pedagogy of Natural Sciences', conducted in 2016 reveals a variety of gender based stereotypes existing in science classrooms and STEM fields which influences students' long-term career choices. An attempt has been made to examine how pedagogy which comprises of teaching methods used by science teachers influence the disciplinary choices of students and how teacher's perceptions are reinforcing gender based stereotypes inside the labs and classrooms. This study investigates if the gender of the teacher affects the participation rates among girls and boys. It also focuses on various reasons which affect the girl's participation rates in STEM fields. I have presented results by blending both quantitative and qualitative findings. I have examined various reasons emerging from the themes and data-set for exploring the levels and differences of sociological interactions happening inside the science classrooms, in labs, in schools, and in careers related to STEM fields, especially in engineering and technology. The results indicate the strong role of gender when it comes to pedagogy of natural sciences in classroom settings.

Autorentext

Anupreeta Chatterjee is a Ph.D. Scholar in Women's Studies at Indira Gandhi National Open University, New Delhi, India.

Klappentext

The research study titled 'Gender in Pedagogy of Natural Sciences', conducted in 2016 reveals a variety of gender based stereotypes existing in science classrooms and STEM fields which influences students' long-term career choices. An attempt has been made to examine how pedagogy which comprises of teaching methods used by science teachers influence the disciplinary choices of students and how teacher's perceptions are reinforcing gender based stereotypes inside the labs and classrooms. This study investigates if the gender of the teacher affects the participation rates among girls and boys. It also focuses on various reasons which affect the girl's participation rates in STEM fields. I have presented results by blending both quantitative and qualitative findings. I have examined various reasons emerging from the themes and data-set for exploring the levels and differences of sociological interactions happening inside the science classrooms, in labs, in schools, and in careers related to STEM fields, especially in engineering and technology. The results indicate the strong role of gender when it comes to pedagogy of natural sciences in classroom settings.