Upper primary boys' and girls' interests in science: have they changed since 1980?

By C. Dawson. 2000

204 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/2af9658e5d796b1fdfc786a541a494c243386503

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In Developmental and Educational Psychology

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Girls’ biology, boys’ physics: evidence from free‐choice science learning settings (2008, background): “This result was repeated in Scotland (Stark and Gray 1999), Australia (Kahle et al. 1993; Woodward and Woodward 1998; Dawson 2000), the US (Farenga and Joyce 1999; Jones et al. 2000), England (Osborne and Collins 2001; Spall et al. 2003; Murphy and Whitelegg 2006), Israel (Friedler and Tamir 1990;…”
Using questions sent to an Ask‐A‐Scientist site to identify children's interests in science (2006, background): “Consistent with previous studies (Dawson, 2000; Friedler & Tamir, 1990; Jones et al., 2000; Sjøberg, 2000; Stark & Gray, 1999; Zohar, 2003), the girls in our sample found physics to be significantly less interesting than the boys (p < 0.05), whereas biology was of greater interest to girls than…”
Thoughts on attitude measurement (2006, result): “Other similar studies developed this further; for example, Dawson (2000) looked at upper primary pupils attitudes while Skryabina (Reid & Skryabina, 2002b) surveyed pupils from the ages of 10 to 20 in relation specifically to physics and offered a clear picture of the main factors which generate…”
Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, unknown): “Unfortunately, when studyingthe under-representationoffemales in physics,the landscape looksstark because females have been found to lose interest in the physical sciences at early ages (Baker & Leary, 2003; Dawson, 2000; Jones, Howe, & Rua, 2000; Weinburgh, 1995).”
Characterizing children’s spontaneous interests in science and technology (2005, methodology): “Email: anat.yarden@weizmann.ac.il new scientific knowledge (Dawson, 2000).”
Greek Students’ Science‐related Interests and Experiences: Gender differences and correlations (2006, background): “Moreover, an increased emphasis on these themes might be especially beneficial for girls, while this should be the case for boys as well (Dawson, 2000; Häusler & Hoffmann, 2002; Sjøberg & Imsen, 1988).”
Children's Motivation toward Science across Contexts, Manner of Interaction, and Topic. (2014, background): “Hidi and Renninger (2006); Germann (1988); Dawson and Bennett (1981); Dawson (2000); Renninger, Ewen, and Lasher (2002); Girod (2009) content to one's own life, question generation) Items were constructed to ask about children's fascination with science, whether they actively seek out information…”
Reading Picture Books and Learning Science: Engaging Young Children With Informational Text (2011, background): “Within science topics, girls prefer biology-related themes, such as animals and their babies, diseases, plants, and nutrition (Dawson, 2000).”
Slovakian Students' Attitudes toward Biology (2007, background): “Dawson (2000) was comparing changes in Australian students’ interests and attitudes over 20 years reported that, girls’ preferences in biology lead in human biology and general biology, but boys were greatly interested in earth sciences.”
Effects of Keeping Animals as Pets on Children's Concepts of Vertebrates and Invertebrates (2008, background): “Girls are additionally more interested in human biology than boys ( Dawson, 2000; Baram-Tsabari & Yarden, 2005; Uitto et al., 2006) and drawings of human anatomy are related to animal anatomy in children’s drawings (Tunnicliffe & Reiss, 1999b, 2001).”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “…in science also vary across gender with older elementary and middle school boys expressing more interest in X-rays and technology and girls expressing more interest in health, animals, and biology (Baram-Tsabari & Yarden, 2005; Baram-Tsabari et al., 2006; Dawson, 2000; Farenga & Joyce, 1999).”
Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, background): “Boys like physical sciences more than girls do, whereas girls like biological sciences more (Adamson, Foster, Roark, & Reed, 1998; Baram-Tsabari, Sethi, Bry, & Yarden, 2006; Dawson, 2000; Jones et al., 2000; Kahle et al., 1993; Watson et al., 1994).”