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Tool time: Gender and students' use of tools, control, and authority
Author(s) -
Jones M. Gail,
BraderAraje Laura,
Carboni Lisa Wilson,
Carter Glenda,
Rua Melissa J.,
Banilower Eric,
Hatch Holly
Publication year - 2000
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/1098-2736(200010)37:8<760::aid-tea2>3.0.co;2-v
Subject(s) - mathematics education , science education , psychology , control (management) , metaphor , exploratory research , pedagogy , computer science , sociology , linguistics , social science , artificial intelligence , philosophy
In this study, we examined how students used science equipment and tools in constructing knowledge during science instruction. Within a geographical metaphor, we focused on how students use tools when constructing new knowledge, how control of tools is actualized from pedagogical perspectives, how language and tool accessibility intersect, how gender intersects with tool use, and how competition for resources impacts access to tools. Sixteen targeted students from five elementary science classes were observed for 3 days of instruction. Results showed gender differences in students' use of exclusive language and commands, as well as in the ways students played and tinkered with tools. Girls tended to carefully follow the teacher's directions during the laboratory and did little playing or tinkering with science tools. Male students tended to use tools in inventive and exploratory ways. Results also showed that whether or not a student had access to his or her own materials became indicative of the type of verbal interactions that took place during the science investigation. Gender‐related patterns in how tools are shared, how dyads relate to the materials and each other, and how materials are used to build knowledge are described. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 760–783, 2000