Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/16077
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Wilson, Sue | en |
dc.contributor.author | Lyons, Terry | en |
dc.contributor.author | Quinn, Frances | en |
dc.date.accessioned | 2014-11-14T16:40:00Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | STEMplanet, 1(1), p. 1-6 | en |
dc.identifier.issn | 2203-241X | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/16077 | - |
dc.description.abstract | Research on the achievement and retention of female students in science and mathematics is located within a context of falling levels of participation in physical science and mathematics courses in Australian schools, and underrepresentation of females in some science, technology, engineering and mathematics (STEM) courses. The Interests and Recruitment in Science (IRIS) project is an international project that aims to contribute to understanding and improving recruitment, retention and gender equity in STEM higher education. Nearly 3500 first year students in 30 Australian universities responded to the IRIS survey of 5-point Likert items and open responses. This paper explores gender differences in first year university students' responses to three questions about important influences on their course choice. The IRIS study found good teachers were rated highly by both males and females as influential in choosing STEM courses, and significantly higher numbers of females rated personal encouragement from senior high school science teacher as very important. In suggestions for addressing sex disparities in male-dominated STEM courses, more females indicated the importance of good teaching/encouragement and more females said (unspecified) encouragement. This study relates to the influence of school science teachers and results are discussed in relation to implications for science education. | en |
dc.language | en | en |
dc.publisher | Global STEM States | en |
dc.relation.ispartof | STEMplanet | en |
dc.title | The Influence of School Science Teachers: The Differential Importance Attributed by Males and Females To Encouragement From Science Teachers | en |
dc.type | Journal Article | en |
dc.subject.keywords | Science, Technology and Engineering Curriculum and Pedagogy | en |
dc.subject.keywords | Gender, Sexuality and Education | en |
local.contributor.firstname | Sue | en |
local.contributor.firstname | Terry | en |
local.contributor.firstname | Frances | en |
local.subject.for2008 | 130308 Gender, Sexuality and Education | en |
local.subject.for2008 | 130212 Science, Technology and Engineering Curriculum and Pedagogy | en |
local.subject.seo2008 | 930201 Pedagogy | en |
local.subject.seo2008 | 930202 Teacher and Instructor Development | en |
local.subject.seo2008 | 939904 Gender Aspects of Education | en |
local.profile.school | School of Education | en |
local.profile.school | School of Education | en |
local.profile.email | tlyons3@une.edu.au | en |
local.profile.email | fquinn@une.edu.au | en |
local.output.category | C2 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20140725-161847 | en |
local.publisher.place | Pakistan | en |
local.identifier.runningnumber | Article SP20131231069 | en |
local.format.startpage | 1 | en |
local.format.endpage | 6 | en |
local.identifier.volume | 1 | en |
local.identifier.issue | 1 | en |
local.title.subtitle | The Differential Importance Attributed by Males and Females To Encouragement From Science Teachers | en |
local.contributor.lastname | Wilson | en |
local.contributor.lastname | Lyons | en |
local.contributor.lastname | Quinn | en |
dc.identifier.staff | une-id:tlyons3 | en |
dc.identifier.staff | une-id:fquinn | en |
local.profile.orcid | 0000-0002-3144-3416 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:16314 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/16077 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | The Influence of School Science Teachers | en |
local.output.categorydescription | C2 Non-Refereed Article in a Scholarly Journal | en |
local.relation.url | http://stemstates.org/assets/files/431WSTE2012280213WILSONLYONSQUINN.pdf | en |
local.search.author | Wilson, Sue | en |
local.search.author | Lyons, Terry | en |
local.search.author | Quinn, Frances | en |
local.uneassociation | Unknown | en |
local.year.published | 2014 | en |
local.subject.for2020 | 390406 Gender, sexuality and education | en |
local.subject.for2020 | 390113 Science, technology and engineering curriculum and pedagogy | en |
local.subject.seo2020 | 160302 Pedagogy | en |
local.subject.seo2020 | 160303 Teacher and instructor development | en |
local.subject.seo2020 | 160202 Gender aspects in education | en |
Appears in Collections: | Journal Article School of Education |
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