Butterflies for girls, tornadoes for boys

Primary school science teaching in France and Geneva

Isabelle Collet, Sara E Tolbert

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish (US)
Title of host publicationGender in Learning and Teaching
Subtitle of host publicationFeminist Dialogues Across International Boundaries
PublisherTaylor and Francis
Pages114-126
Number of pages13
ISBN (Electronic)9781351066457
ISBN (Print)9781138479159
DOIs
StatePublished - Apr 26 2019

Fingerprint

primary school
France
Teaching
science

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Collet, I., & Tolbert, S. E. (2019). Butterflies for girls, tornadoes for boys: Primary school science teaching in France and Geneva. In Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries (pp. 114-126). Taylor and Francis. https://doi.org/10.4324/9781351066464

Butterflies for girls, tornadoes for boys : Primary school science teaching in France and Geneva. / Collet, Isabelle; Tolbert, Sara E.

Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries. Taylor and Francis, 2019. p. 114-126.

Research output: Chapter in Book/Report/Conference proceedingChapter

Collet, I & Tolbert, SE 2019, Butterflies for girls, tornadoes for boys: Primary school science teaching in France and Geneva. in Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries. Taylor and Francis, pp. 114-126. https://doi.org/10.4324/9781351066464
Collet I, Tolbert SE. Butterflies for girls, tornadoes for boys: Primary school science teaching in France and Geneva. In Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries. Taylor and Francis. 2019. p. 114-126 https://doi.org/10.4324/9781351066464
Collet, Isabelle ; Tolbert, Sara E. / Butterflies for girls, tornadoes for boys : Primary school science teaching in France and Geneva. Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries. Taylor and Francis, 2019. pp. 114-126
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