| Members of the dominant culture in science, such as scientists and successful science students, are often perceived as unemotional, detached and politically unbiased. Success is attributed to the maximization of objectivity and rationality. (Hodson, 1998; Letts, 2001). Unfortunately, these predominantly masculine-associated traits are often in conflict with the personal identities of many students. This conflict is a major factor in causing them to turn away from science (Brickhouse 2001).; This thesis explores creative activities as a way of expanding school science identities and allowing students of diverse identities to feel confident participating in science. It investigates, using quantitative and qualitative methods, how a group of girls and a group of boys are affected by three lessons involving creative activities. It explores the effects of these activities on students' enjoyment and confidence in science and their perceptions of science and themselves as good science students. |
