Abstract
In this article I use feminist critique of science as a point of departure to discuss different understandingsof how sex/gender impacts on pupils’ approaches to science education. I construct a theoreticalframework that shows three different approaches to increase gender equity in science education. Eachapproach is grounded in a distinct understanding of how sex/gender impacts pupils’ engagementin science education. The analytical frame that is developed thereby represents descriptions of threealternative ways to address gender inequity in science education. The framework shows how differentunderstandings of how sex/gender impact on pupils’ engagement in science education require distinctinitiatives to increase gender equity. The framework can be used in the planning and analysis ofhow gender initiatives work to address gender inequity in science education.
Highlights
Using feminist critique of science to analyze and plan education initiatives All initiatives that address gender inequity in science education reflect a certain understanding of how the pupils’ sex/gender impact on how they learn and engage in science education
All initiatives reflect certain understandings of how girls and boys may differ and how these differences might impact on how they engage in science education, these understandings are seldom formulated explicitly by gender initiatives
In my reading of feminist critiques of science, I have searched for different perspectives regarding the impact of sex/gender on how scientists engage in science inquiry
Summary
Feminist critiques of science have discussed science education only to a very little extent and they do not explicitly discuss how sex/gender impacts the learning of science. In a science education reform program operating under the premises that males and females are different and that females might even be able to contribute in a special way to science, I would expect it to be important to encourage and acknowledge the differences between the sexes Within such initiatives girls should be encouraged to value, appreciate and develop their own experiences and interests. Science education operating under an understanding of males and females as different would be political in the sense that it would focus on visualising how the oppression of, and discrimination against, women have hampered their opportunities to contribute to the development of scientific knowledge.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
