How gender influences learners working collaboratively with science simulations

This paper presents an overview of several research projects involving groups working with science simulations, in particular with relation to gender effects on science learning. The groups of learners discussed include: pairs of adults working together on computer simulations at a distance, or side by side, pairs of 15 year-olds working with computer simulations, and larger groups of younger children working co-operatively on combinations of computer simulations and real science experiments. While collaboration may be in many respects a good thing, there is a growing realisation amongst science educators that particular features of the learning experience are altered by the gender composition of the groups. These features range from the way in which conflict is expressed or the task perceived, to differences in the way that dialogue is used. These findings need to be considered together with evidence concerning the barriers which girls experience while learning science. This work is reviewed, together with some research projects involving students working collaboratively with computers on science topics. Gender differences in the most productive way of forming groups to work at the computer on science simulations are considered.