Closing of the gender gap in technology enriched science education: a casestudy

This case study explores a popular assertion, namely that success in techno logy enriched science classrooms is gender dependent. We investigate how st udents respond to substantive changes that accompany a comprehensive integr ation of technology with the teaching and learning of secondary science and physics. Specifically, we ask: (1) Do female students view, participate, a nd achieve differently than male students in technology enhanced science cl assrooms? and, (2) If not, why not? Empirical evidence collected over seven years includes: classroom observations, student interviews and questionair es, classroom achievement records, and journal entries; Findings from the s tudy illustrate that sound pedagogical practices and social organization in technology enhanced secondary science classrooms can promote a gender incl usive experience, where women and men participate and perform equally well, Methodologically, the study also illustrates how a consideration of the co mplexity of classroom environments contributes to rich contextual understan ding of the interplay of technology, teaching, and learning. (C) 2000 Elsev ier Science Ltd. All rights reserved.