ABSTRACT
The important characteristics of the Girls into Science and Technology (GIST) children, from the point of view of the project, were certain noticeable sex differences. The science knowledge girls and boys brought with them to secondary school were broadly equivalent. The effects of sex differences in science interests were reflected in girls' and boys' scores on the physical and biological items on the science knowledge questionnaire. Boys had had far more opportunities for the kind of play experiences which might help their physical science, spatial ability and mechanical reasoning scores. Girls had more experience of 'biological' science activities. Current science interests seemed to reflect the difference in previous experience of the two sexes. There were other differences in girls' and boys' image of science, but in general and for both sexes, those with more liberal attitudes about sex roles also had more positive attitudes to science.
