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by , posted on 10:47 AM, February 28, 2019
New study indicates changing the way we talk to girls about science may make a big difference
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An Education Week blog describes research in the journal Psychological Science in which the researchers found that young girls, ages 4 to 9, who were asked to "do science" in a game worked longer than girls who were asked to "be scientists" working on the game. The researchers conclude that describing science in terms of actions instead of in terms of identities may "help reduce gender disparities in science engagement in early childhood."
Minnesota science teachers should know about:
