Girls can be successful in science education depending on their learning environment. This paper studies factors such as curriculum and instructional strategies that facilitate student success in learning science. The problem is that as girls get older, they shy away from science instruction. They allow boys to monopolize the science activities, and they appear to lose interest in science. Their grades slip, and they tend not to pursue science in higher education or in their career. The purpose of this research is to explore factors that can lead to girls’ success in learning science. Teachers were interviewed at a school site and asked questions about their strategies in teaching science and their perceptions of girls in science at this school.
","abstract_html":"<p>Girls can be successful in science education depending on their learning environment. This paper studies factors such as curriculum and instructional strategies that facilitate student success in learning science. The problem is that as girls get older, they shy away from science instruction. They allow boys to monopolize the science activities, and they appear to lose interest in science. Their grades slip, and they tend not to pursue science in higher education or in their career. The purpose of this research is to explore factors that can lead to girls’ success in learning science. Teachers were interviewed at a school site and asked questions about their strategies in teaching science and their perceptions of girls in science at this school.</p>","abstract_has_math":false,"creators":["Posner, Holly Hoyt"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Madalienne F. Peters, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-01T07:00:00Z","date_published":"2013-05-01T07:00:00Z","updated_at":"2026-07-24T02:04:28Z","subjects":["STEM","All Girls","Curriculum","Science Teaching","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/101","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madalienne F. Peters, EdD"]},{"key":"dc:creator","label":"Author","values":["Posner, Holly Hoyt"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["STEM","All Girls","Curriculum","Science Teaching","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/101"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Girls can be successful in science education depending on their learning environment. This paper studies factors such as curriculum and instructional strategies that facilitate student success in learning science. The problem is that as girls get older, they shy away from science instruction. They allow boys to monopolize the science activities, and they appear to lose interest in science. Their grades slip, and they tend not to pursue science in higher education or in their career. The purpose of this research is to explore factors that can lead to girls’ success in learning science. Teachers were interviewed at a school site and asked questions about their strategies in teaching science and their perceptions of girls in science at this school.
"]},{"key":"dc:title","label":"Title","values":["Effective Practices in Science Instruction in an All Girls School"]}]}],"canonical_facts":{"dc:contributor":["Madalienne F. Peters, EdD"],"dc:creator":["Posner, Holly Hoyt"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Girls can be successful in science education depending on their learning environment. This paper studies factors such as curriculum and instructional strategies that facilitate student success in learning science. The problem is that as girls get older, they shy away from science instruction. They allow boys to monopolize the science activities, and they appear to lose interest in science. Their grades slip, and they tend not to pursue science in higher education or in their career. The purpose of this research is to explore factors that can lead to girls’ success in learning science. Teachers were interviewed at a school site and asked questions about their strategies in teaching science and their perceptions of girls in science at this school.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/101"],"dc:subject":["STEM","All Girls","Curriculum","Science Teaching","Education"],"dc:title":["Effective Practices in Science Instruction in an All Girls School"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:28Z"}