{"id":{"repo_id":"ucf","oai_identifier":"oai:stars.library.ucf.edu:etd-1907"},"canonical_url":"https://search.dev.ndltd.org/etd/ucf/oai:stars.library.ucf.edu:etd-1907","repository":{"repo_id":"ucf","name":"Central Florida","base_url":"https://stars.library.ucf.edu/do/oai/"},"display":{"title":"The Effects Of Gender In Elementary Science Groups","abstract":"This action research study investigated the effects of gender on same and mixed gender elementary school science groups. Qualitative data for this study was collected using surveys, student focus groups, student journals, and teacher-researcher field notes and observations. Students in this study were eager to participate in science groups and demonstrated a positive attitude toward the study of science. Results also showed the types of interactions between boys and girls varied and those interactions affected their science attitude and participation. Recommendations were made for continued research to examine the long-term effects of gender groupings in the elementary science classroom.","abstract_html":"This action research study investigated the effects of gender on same and mixed gender elementary school science groups. Qualitative data for this study was collected using surveys, student focus groups, student journals, and teacher-researcher field notes and observations. Students in this study were eager to participate in science groups and demonstrated a positive attitude toward the study of science. Results also showed the types of interactions between boys and girls varied and those interactions affected their science attitude and participation. Recommendations were made for continued research to examine the long-term effects of gender groupings in the elementary science classroom.","abstract_has_math":false,"creators":["Parks, Melissa"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Jeanpierre, Bobby"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-01-01T08:00:00Z","date_published":"2006-01-01T08:00:00Z","updated_at":"2026-07-24T05:09:34Z","subjects":["science","gender","Education","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000954"],"render_values":[{"text":"CFE0000954","href":null,"code":true}]}]},"links":{"outbound_url":"https://stars.library.ucf.edu/etd/908","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jeanpierre, Bobby"]},{"key":"dc:creator","label":"Author","values":["Parks, Melissa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Masters Thesis (Open Access)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["science","gender","Education","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000954"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stars.library.ucf.edu/etd/908"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["<p>If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at <a href=\"mailto:STARS@ucf.edu\">STARS@ucf.edu</a></p>","Master of Education (M.Ed.)","College of Education","Educational Research, Technology, and Leadership","K-8 Mathematics and Science Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["This action research study investigated the effects of gender on same and mixed gender elementary school science groups. Qualitative data for this study was collected using surveys, student focus groups, student journals, and teacher-researcher field notes and observations. Students in this study were eager to participate in science groups and demonstrated a positive attitude toward the study of science. Results also showed the types of interactions between boys and girls varied and those interactions affected their science attitude and participation. 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