At face value, the data showed that teachers in this preschool asked more fact-based than causal questions and that they directed significantly more scientific questions to boys than to girls. These stark findings surprised Dr Kumar. On further investigation, the researchers found that this might be explained by the fact that boys visited the science area of the classroom more than girls and stayed there for longer, providing more opportunities for teachers to engage boys in scientific conversations than girls. When the researchers took into account the amount of time each child spent in the science or block areas, and looked at the rate of questions asked to boys and girls, the frequency of questions was actually similar. 

Although teachers asked boys and girls questions at similar rates in this classroom, as girls spent less time in the science or block areas, it seems possible that girls may still receive different messages than boys about how to approach science as early as the preschool years. The authors note that it may be important to consider ways to encourage young girls to participate in science activities in the classroom.