Group structuring effects on gender-specific discourse interactions within knowledge-building communities

grantor: University of TorontoOne relatively recent educational paradigm which has great promise in ameliorating the scientific literacy crisis and the lack of girls choosing careers in science is social constructivism. The centrality of the role of discourse in social constructivist settings necessitates the consideration of differences in discourse styles between males and females. This study examines how structuring students in all-girls, mixed-gender and all-boys groups effects the level and type of discourse produced during face-to-face interactions. Girls in gender-specific groups demonstrated advanced levels of both social and cognitive development compared to the other groups. Students in this study also participated in electronic database conferencing. The discourse on the database produced evidence that girls who had difficulties during face-to-face discussions, made more contributions, displayed greater confidence and showed improvements in motivation. The implications of these findings in the restructuring efforts of science education are explored.M.A