Many espouse the need for more students to enter the scientific pipeline. While some claim that girls are socialized away from scientific and technological careers, others maintain that girls do not have the prerequisite skills and experiences for the successful study of science. Research is needed to sort out the factors affecting girls' attitudes and achievement levels in science. Research in England (Whyte, 1986) and the U. S. (Kahle, 1985 and 1987) suggests that the teaching strategies which encourage girls are also effective with boys. Other research (Resnick, 1987) indicated that activity-based science generally leads to the development of higher order thinking skills. Therefore, equitable science education may foster learning in science as well as self-confidence and positive attitudes toward science. Although there have been many intervention projects, each designed to encourage more children to study science and/or math, there has been little analysis of why a given program works or fails. What leads to change in teachers and in students? How long do the new skills or patterns last? The purpose of this research is to sort out the factors which may cause change and to identify what components are effective and long-lasting. The results will answer many practical questions for school corporations as they propose and implement inservice education programs in science for elementary teachers. The project is jointly supported by the Division of Teacher Preparation and Enhancement and by the Division of Materials Development, Research and Informal Science Education.
