But the question is, what can schools and educators do to try and turn this trend around and get girls into science? Stewart (1991) suggests that to overcome the learned helplessness in girls teachers should change the type of feedback that they give to girls so that it focuses on insufficient effort rather than on lack of ability. It is also important that teachers be aware of the differences between boys and girls in interest, experience and attitudes and employ constructivist strategies to make the most of those differences (Johnston, 1984 and Farenga & Joyce, 1999). Robottom (1986) suggests that treating boys and girls equally within the science classroom may only serve to exacerbate the problem and that rather the solution to the problem may actually be to treat boys and girls differently.Roach (1992) published a paper discussing the success of Marion High School in promoting physics to girls and suggested that making the subject more language rich, communicative and conceptual, rather than mathematical has made it more appealing to girls. Johnston (1984) included in her paper a list of over twenty suggestion of how science teachers could make science subjects more appealing to girls (see Appendix). The idea is that the diverse experiences of girls be recognised and valued in the curriculum. However this author wonders whether by making science more appealing to girls we may also make it less appealing to boys. At any rate it is important for teachers to examine their own feelings regarding gender and science and be aware of any biases they may have. In the future science is only going to become increasingly important in our daily lives and if girls continue to be underrepresented in the science field then they may be severely disadvantaged. AppendixSuggestions for encouraging girls to do science:Use an integrated approach with lots of practical applications and activities.Approach physical science topics in a variety of ways, par...
