Abstract
We investigated whether the sexes differ in science performance before they make important course and career selections. We collected teacher-report data from a sample of children from the Twins Early Development Study (TEDS) assessed at ages 9, 10 and 12 years ( N > 2500 pairs). In addition we developed a test of scientific enquiry and administered it to a sub-sample of TEDS ( n = 1135; age = 14 years). We found no evidence for mean sex differences in science performance assessed by teachers, or by our test of scientific enquiry, although boys were somewhat more variable. At a time when adolescents are making important course choices, girls are performing just as well as boys.
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