The impact of biochemistry workshop on gifted children's image of science and scientists, women in science, and class participation

The purpose of this study was to examine how gender and level of self-concept relate to those 18 students' participation in biochemistry workshops; to assess the relationship between students' self-concept and their image of science and scientists; and to measure the changes in the students' image of science and scientists and women in science from the beginning to the end of the biochemistry workshop.;Results showed that no statistically significant relationship was found between students' ME: Self-Concept and their ISSS. Several significant relationships were found: the pre-ISSS and post-ISSS; the post-ISSS and pre-WiSS; the post-ISSS and post-WiSS; the pre-WiSS and post-WiSS; and the pre-WiSS and Biochemistry Achievement Test.;The nature and extent of HSC (high self-concept) and LSC (low self-concept) students' participation in class were different in several ways: LSC students tended to ask more questions and received more feedback, especially explanation, than HSC. But LSC and HSC students answered about the same number of teacher-initiated questions in similar patterns, and performed equally on most of the jobs.;Boys' and girls' participation in class differed in several ways. Boys tended to initiate more questions, answer more teacher-initiated questions by call out, and receive more feedback from teachers. Most of the feedback was given by the male professor. The girl-girl groups had more peer interactions than others. Within boy-girl groups, boys did more manipulating, and girls did more watching and discussing with other groups' students. Within the same-sex groups, both genders performed about equally on most of the jobs.