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This study explores gender differences in the knowledge constructed about World War II by 11- and 12-year-old Scottish pupils. Data collected over seven months included field notes, interviews, students' reading and writing, and audiotapes of discussions. Examination revealed the young women's work showcased individuals while the young men framed World War II information using a world view. The findings illustrate the epistemological differences that can exist between our male and female students as they construct their own understanding of topics.

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