This project presents three results.

First, a literature review was drafted, discussing Goethe’s scientific writings, i.e., Metamorphosis of Plants, Theory of Color, his epistemology and methodology, its gender implication nowadays, and its influence on Waldorf education. Based on the literature review, we conclude that Waldorf science education provides a friendly and inclusive alternative science education model.

Second, an ethnographic study on how science was implemented in a Waldorf high school was conducted. Three science classrooms were observed, the 7th grade, 10th grade, and 12th grade, each for a week. Teachers and some alumni were interviewed. We found that Waldorf teachers were devoted to engaging students in scientific inquires so that students experienced journeys of significant scientific discoveries, hands-on activities, observation and discussion were highly emphasized, and that workbooks, rather than tests, the course designed by students were used as the basis of assessment. We have found that such a science pedagogy treasures individual differences and relationships between teachers and students, between students and students, and the relationship between human beings and nature and the material world.

Third, a comparative study was conducted on the learning outcomes of graduates of Waldorf and their counterparts from mainstream high schools. We use test items of the Program for International Student Assessment (PISA) and questionnaires of the Trends in International Mathematics and Science Study (TIMSS) to construct measurements on scientific competencies and attitudes. We found that Waldorf education sheds differential impacts on boys and girls and that the gender gap in science competence is significantly smaller for Waldorf alumni than for their mainstream counterparts, but that gender gap in science attitudes appear to be more comprehensive for the Waldorf alumni than for the mainstream group. Gender implications of Waldorf science education are reflected upon and discussed.