KOSEN 한인과학기술자네트워크

Pre-school and out of school experiences The effects of pre and out-of-school experience has been the focus of many of the contributions. Children learn in a social context so that parental and peer attitudes, media representations and a host of other cultural influences all play a part in shaping the perceptions, attitudes and behaviour of girls and boys. Role models The impact of role models, both in and out of school, upon girls' involvement in and enthusiasm for SET has also been a common concern, and a number of projects have examined the effects of introducing positive role models into a classroom setting Single-sex environments Many studies have suggested that girls become more self-assured and work better in the absence of boys. The effects upon girls of working in single-sex environments, has therefore been of considerable interst. Teaching practices and classroom interactions Not surprisingly, a number of reserachers have examined the effects of different teaching practices and the variety of classroom interactions upon the formation of attitudes and perceptions as well as the relative achievement of girls and boys in SET Nature and image of science and technology A separate but related issue, the nature and image of science and technology itself, has also been the source of much debate, with concern expressed that traditional SET curricula may discourage girls in particular. Information technology The revolutionary potential of information technology(IT) sets it apart, to some extent, from other areas of SET, indeed it is considered to be a curriculum area in its own right. For this reason it is considered separately in this review. Despite the huge advances in IT during the lifetime of GASAT, to the point where we can now exchange audio-visual material across the world in a matter of seconds, computing remains a mysterious and masculine domain to many female pu;ils, and indeed teachers.