The Girls RISEnet resource catalog is a dynamic listing of crowd-sourced research and resources on engaging girls in engineering. Registered members of girlsrisenet.org can contribute resources through the "My Account" link above. If you are not a member of the site, please contact us to submit or suggest an addition.
ABSTRACT: Mental-rotation ability modestly predicts chemistry achievement. As such, sex differences in mental-rotation ability have been implicated as a causal factor that can explain sex differences in chemistry achievement and degree attainment. Although there is a correlation between mental-rotation ability and chemistry achievement, laboratory and field studies indicate that students do not always use the same strategies on both measures of visuospatial ability and chemistry achievement assessments. Rather, students apply visuospatial strategies in isolation and in combination with analytical heuristics trained in the chemistry classroom. In this paper, sex differences in strategy use on canonical mental-rotation tasks and isomorphic organic chemistry assessment tasks are examined. Study 1 demonstrates that men and women employ both mental rotation and learned heuristics to compare both simple block shapes and molecular representations after classroom instruction. Study 2, however, demonstrates that practice using an analytical algorithm results in higher achievement than practice using mental rotation for both men and women. Given these findings, the reliability of mental-rotation ability as a predictor of sex differences in chemistry achievement is discussed. Published January 30, 2013View External Website
George Washington University's Center on Education and the Workforce published a report on the high demand for STEM workers and scientists in the United States. Published October 20, 2011.View External Website
This new study from Yale University reveals the pervasive bias against female STEM students in higher education by professors of both genders. Implications include less mentoring of female students, fewer job opportunities, and lower pay. The non-academic summary is also available via the New York Times (second link).View External WebsiteView External Website
Current research in project-based learning demonstrates that projects can increase student interest in science, technology, engineering , and math (STEM) because they involve students in solving authentic problems, working with others, and building real solutions. This paper by Diana Laboy-Rush, STEM Solutions Manager for Learning.com, outlines the research underlying successful project-based STEM education.106_Integrated_STEM_Education_Through_Project-Based_Learning.pdf
Lifting The Barriers: 600 Tested Strategies that Really Work to Increase Girl's Participation in Science, Mathematics and Computers discusses 600 developed strategies to promote STEM with girls. This study was created and carried out by K-12 educators for the NSF-funded Computer Equity Expert Project. 107_Lifting_The_Barriers.pdf
Sort Listings By:
Copyright © Museum of Science, Inc.
Site Design by Wood Street, Inc.