GIRLS IN SCIENCE: A FRAMEWORK FOR ACTION
Book ID/图书代码： 09653014B71960
English Summary/英文概要： Behind the stereotype of girls not doing well in science are some reasons, mostly based on one fact: They are often and most often inadvertently treated differently in the classroom. The authors of Girls in Science engaged in years of working under a grant funded by the National Science Foundation on this all-too-real problem of gender-equitable science teaching. What they found through working with students, teachers, and scientists the three elements of the Triad community in which their research started can change the way you teach and level the playing field of science education for girls. The Triad refers also to the Student Goals, the Teaching Goals, and the Science Goals there are five in each area that lie at the heart of the book. Each of the 15 goals is supported by an essay, strategies, and brief vignettes that will help teachers and students reach the goal. The vignettes, written by teachers and scientists involved in the project, illustrate the strategies. They illuminate problems and provoke the reader to find remedies through the use of reflection questions and links to similar vignettes. For the Student Goal of Confidence to Explore, for instance, one of the three strategies is Knowing that I learn when I make mistakes. The five vignettes supporting the strategies include After the Initial Eewww, No Longer the Same, and No Step-by-Step Instructions. Girls in Science is valuable for more than issues of gender equity. As their work progressed, the authors realized what they were learning could be adapted to help with equitable teaching for other groups of students; special-needs students, English language learners, and ethnic and racial minorities, for example.
Chinese Summary/中文概要： 女孩们学不好科学？这样的偏见背后是有原因的，绝大部分原因则基于一个事实：通常，她们在课堂上都无意中被区别对待了。《科学女孩》一书的作者们多年来一直致力于对科学教学中这一不容忽视的性别平等问题进行研究，其研究基于国家科学基金会的资金支持。通过与学生、教师及科学家这三个主要组成部分集合而成的团体进行合作，本书的作者们开启了他们的研究之旅，这一研究能够改变你的教学方式，让科学教育场所对女孩子们而言更加公平。这三者的集合同时还指向本书核心的学生目标、教师目标以及科学目标三大领域，每个领域包含五个部分。在本书中，这十五个目标分别由一篇相应的论文，相应对策及简要描述进行论述支撑，帮助教师和学生们实现他们的目标。每一目标的概述均由与对应项目、插画及策略相关的教师和科学家们进行撰写。他们将问题进行亮化，激发读者们通过运用反思型问题，并将其与相似场景建立联系，从而寻找到解决方法。例如，“探索的信心”这一学生目标，其三个策略之一便是认识到‘我在犯错误中学习’。而支撑这一系列策略的五个插图场景则包括‘最初之后。。。’，‘不再一样’， 和‘请勿分步指导’。《科学女孩》的价值远远超出了对性别平等这一课题的研究。本书作者们在推进其工作的过程中开始意识到，他们所学习到的知识，经过调整后可以帮助实现其他组别学生们的平等教学；以及帮助有特殊需求的学生，英语语言学习者，及少数民族与种族人群等。（DC）
Awards/获奖情况：2009年教育出版协会杰出贡献奖得主 ---教育研究出版协会
显然因为我在国家科学教师协会中的任职，我感到非常矛盾……然而数十年来，我一直在担心女性的科学学习并与她们展开合作。这本书在许多意义层面上来说，都让一切走上正轨。它让我们的认知回到正轨……它让我们认识到我们该努力争取什么才是正确的……它让对正确事项内容的沟通步入正轨。恭喜本书的作者们！ --- 书评人Gerry Wheeler (Arlington, VA) 2008年6月22日
我深感失望的是，这样的一本图书资源，正如其标题所言，目前还处于有待采取行动的框架性阶段 --- 因此，并没有切实可行的步骤措施，能够有针对性地创造更适宜于女孩们接受科学教育的机会。如果我正在寻找相关资源去激发讨论，并反思我们该如何对女孩进行科学教育，那么本书将会是非常优秀的资源。我期待的是不仅提出这些问题，同时也提供有一些切实可行答案的书籍。购买者需谨慎选择。 --- 书评人Robert Gilmore (Milford, MA) 2008年6月15日
2009 Association of Educational Publishers Distinguished Achievement Award Winner --Association of Educational Publishers
I’m clearly in conflict here because of my (current) position at NSTA... but, I’ve spent many decades worrying about and working with girls in science. This book gets it right on many levels. It gets it right about what we know... it gets it right about what we should we striving for... and, it gets it right in communicating all that to the right. Congrats to the authors! --Reviewed by: Gerry Wheeler (Arlington, VA) on July 22, 2008
I was disappointed that this resource was, as the title says, a framework for action - - and not specific actionable steps towards creating more effective science education opportunities for girls. If I was looking for a resource to stimulate discussion and reflection on how we teach science to girls this would be a great resource. I was hoping for a book that not only provided the questions, but also some/more of the potential answers as well. Buyers beware. --Reviewed by: Robert Gilmore (Milford, MA) on July 15, 2008
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