共查询到20条相似文献，搜索用时 31 毫秒
1.
This paper investigates the characteristics of 15-year-old girls who express an intention to study physics post-16. This paper unpacks issues around within-girl group differences and similarities between boys and girls in survey responses about physics. The analysis is based on the year 10 (age 15 years) responses of 5,034 students from 137 UK schools as learners of physics during the academic year 2008–2009. A comparison between boys and girls indicates the pervasiveness of gender issues, with boys more likely to respond positively towards physics-specific constructs than girls. The analysis also indicates that girls and boys who expressed intentions to participate in physics post-16 gave similar responses towards their physics teachers and physics lessons and had comparable physics extrinsic motivation. Girls (regardless of their intention to participate in physics) were less likely than boys to be encouraged to study physics post-16 by teachers, family and friends. Despite this, there were a subset of girls still intending to study physics post-16. The crucial differences between the girls who intended to study physics post-16 and those who did not is that girls who intend to study physics post-16 had higher physics extrinsic motivation, more positive perceptions of physics teachers and lessons, greater competitiveness and a tendency to be less extrovert. This strongly suggests that higher extrinsic motivation in physics could be the crucial underlying key that encourages a subset of girls (as well as boys) in wanting to pursue physics post-16. 相似文献
2.
This paper explores the factors that are associated in England with 15-year-old students' intentions to study physics after the age of 16, when it is no longer compulsory. Survey responses were collated from 5,034 year 10 students as learners of physics during the academic year 2008–2009 from 137 England secondary schools. Our analysis uses individual items from the survey rather than constructs (aggregates of items) to explore what it is about physics teachers, physics lessons and physics itself that is most correlated with intended participation in physics after the age of 16. Our findings indicate that extrinsic material gain motivation in physics was the most important factor associated with intended participation. In addition, an item-level analysis helped to uncover issues around gender inequality in physics educational experiences which were masked by the use of construct-based analyses. Girls' perceptions of their physics teachers were similar to those of boys on many fronts. However, despite the encouragement individual students receive from their teachers being a key factor associated with aspirations to continue with physics, girls were statistically significantly less likely to receive such encouragement. We also found that girls had less positive experiences of their physics lessons and physics education than did boys. 相似文献
3.
This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short‐term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher–student interaction at Key Stage 2 in the teaching of literacy and numeracy in English primary schools. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. Using a computerized observation schedule, 144 lessons were observed over a two‐year period. The findings concur with other research which has found that boys dominate classroom interaction in terms of the frequency of certain discourse moves. The average length of each move did not vary significantly between boys and girls. Frequency dominance was disproportionately stronger in classes with a high percentage of boys in class, and was also stronger in lessons where whiteboards were used. Understanding how interaction varies in the classroom, and how new technology might affect this interaction, has important implications for teachers, researchers and future research priorities. 相似文献
4.
Maria Berge Anna Danielsson Malena Lidar 《Research in Science & Technological Education》2020,38(1):63-83
ABSTRACTBackground: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education. 相似文献
5.
Gender gaps in physics in favour of boys are more prominent in Israel than in other countries. The main research question is to find out what gender issues are at play in Israeli advanced placement physics classes. Matriculation exam scores from approximately 400 high schools were analysed across 12 years. In addition, semi-constructed interviews were conducted with 50 advanced placement physics students (25 girls and 25 boys). In terms of participation, it was found that the ratio of girls to boys has been unchanged from 1988 to 2000 and is roughly 1:3. In terms of performance, it was found that the final matriculation scores of boys and girls are similar. However, breaking up the final scores into its two components - teachers' given grades and matriculation test scores - showed that boy's test scores are usually higher than girls' test scores, while girls' teachers' given grades are usually higher than boys'. Results from semi-constructed interviews pointed to two factors that are especially unfavourable to many girls: excessive competitiveness and lack of teaching for understanding. Girls' yearning for deep understanding is seen as a form of questing for connected knowledge. It is suggested that instructional methods that foster students' understanding while decreasing competitiveness in physics classes might contribute to girls' participation and performance in advanced physics classes while also supporting the learning of many boys. 相似文献
6.
7.
K. Weltner H. Liebig D. Halbow U. Maichle H. Reitz G. Schönfeld 《International Journal of Science Education》2013,35(2):183-189
Summaries English This article describes the results of an extensive study, which examined the interests of intermediate‐level secondary students, from the State of Hesse in the Federal Republic of Germany, in aspects of physics and technology. Both boys and girls show greater interest in technological issues than in issues of pure physics. This distribution of interest is in contrast to the importance accorded to these subjects in school curricula. Children from rural areas seem to have a slightly better background of experiences involving knowledge of physics and technology than children from urban areas. A correlation was found to exist between out‐of‐school activities concerned with technology and the natural sciences, and academic achievement as measured by students’ physics grades. Girls display a general interest in natural phenomena which are not sufficiently covered by physics curricula. 相似文献
8.
P. Violino 《International Journal of Science Education》2013,35(1):115-118
The use of the Myers‐Briggs Type Indicator test with school populations following conventional science courses indicated that girls opting for science tended to be of a specific psychological type. This finding shed light on the processes of subject choice and helped in the planning of an intervention programme to provide ‘girl‐friendly’ physics lessons. It was then found that girls experiencing these lessons not only showed more interest in science, but also that the association between psychological type and subject choice was lost. This finding suggests that the intervention made both qualitative and quantitative changes in the pattern of recruitment of girls to science. 相似文献
9.
《The Journal of educational research》2012,105(7):324-327
AbstractThis study explores the concepts that elementary school children have of their teachers and some of the conditions that influence these concepts. The technique of exploration involves the use of the drawings that children make of their classes and teachers collected under standardized conditions. The data are consistent with the hypothesis that boys are more rejecting of their teachers than are girls, and that boys show no increase in rejection of their teacher as age increases, but that girls show an increasing rejection. Finally, the degree to which girls show a negative attitude towards their teachers depends to some extent on the characteristics of the teacher. 相似文献
10.
Abstract This study sought to investigate participatory values in relation to gender, as expressed in interactions between teachers and children in circle-time situations in Swedish and Norwegian preschools. This paper reports evidence from three research questions: How is children's participation conditioned in circle-time situations? How are participatory values communicated to girls and boys? and What gender-related patterns emerge in teacher–child interactions in circle-time situations? The study is informed by Habermas' concepts of strategic and communicative actions, as well as Davies' idea of duality, the bi-polarity, between femininity and masculinity. Data consist of video observations of teacher and child interactions during circle time. The results show that children's participation is conditional on children's own willingness to participate, and on teachers' willingness to involve the children in a communicative action. Data reveal that the girls are more likely to take the initiative than boys and appear more comfortable in such an active position. It was also noted that there is a tendency for practitioners to interpret and value male and female traits as oppositional behaviours. 相似文献
11.
Frank Ventura 《International Journal of Science Education》2013,35(4):445-461
Drawing on a number of studies, this paper explores gender differentials in the choice of science subjects at secondary school level, factors influencing choice, differences in achievement and recruitment to science courses at a higher level in the particular educational context of the Maltese Islands. In this context all secondary schools are single‐sex, the state system is highly centralized, selection and streaming are widely practised, a high proportion of students (25%) attend private schools, and physics is compulsory. The results show that: more girls than boys study physics and biology at the lower secondary level (ages 11‐16); more boys study chemistry; achievement at this level is on a par in biology and chemistry; girls achieve slightly lower in physics. At the upper secondary level (ages 16‐18), almost equal numbers of boys and girls study biology and chemistry but boys predominate in physics. Girls avoid the option of physics and mathematics, a popular choice with boys. Consequently, at tertiary level very few girls opt for courses in engineering and prefer to subscribe to courses relating to medicine. 相似文献
12.
《The Journal of educational research》2012,105(5):269-276
Abstract The authors examined the perceptions of preadolescent boys and girls regarding the characteristics of their significant teachers. Israeli elementary school students (N = 408; approximately 48% girls and 52% boys) studying in 5th and 6th grades, participated in this study. The findings showed that significant teachers were characterized as being, in descending order, learning facilitators, reliable, supporters, challengers, and antagonist individuals. They resembled, in descending order, an individual who will be missed in the future, a friend, a policeman or policewoman, and a mother. Significant differences were found between boys and girls: Boys more often characterized their significant teachers as being antagonist. Nevertheless, the size effects were modest. Our findings allude to the large potential influence that teachers may have on their preadolescent students. 相似文献
13.
This study investigated how student characteristics predict the nature of girls' and boys' verbal interactions with their teachers in physics classes. The sample included (N = 1378) students from 81 randomly selected high-school physics classrooms in Germany and the German-speaking part of Switzerland. At the beginning of the school year, the following student characteristics were assessed: cognitive abilities, pre-knowledge, self-concept, and interest. Each student was classified as having one of five profiles previously identified by Seidel (2006). Classroom instruction was videotaped four months after student characteristics were assessed. The videotaped classroom interactions were coded and analyzed with respect to the students' profiles. Multilevel analysis indicated the highest amount of verbal engagement for girls and boys with high-level cognitive and motivational-affective characteristics. There are significant interactions between student profile and gender for girls with high-level characteristics. We argue that the interaction between gender and other characteristics is a valuable predictor of verbal engagement in physics instruction. 相似文献
14.
This study examined whether male students dominated classroom interactions in home economics lessons and whether other classroom processes sustained gender divisions in this subject in two Form I and two Form II classes in two schools. The sample included two female home economics teachers and all the students in the four classes (34 boys and 31 girls). Data were collected during five 60‐minute observation sessions in each class (inter‐observer reliability reached 94%) and structured interviews with both teachers and 24 students (three boys and three girls from each class). Statistically significant (p < 0.001) differences were found in the number of times students were helped by the teachers (boys received 76% of teachers’ help) and in the number of reprimands they received (boys received 87%). Boys and girls received a comparable amount of praise but boys received a greater amount of interaction in all other categories (direction of teacher questions, choice of students to answer questions, call‐outs and calling students by name) although these differences were not statistically significant. There were major individual differences between students of the same sex in all the categories. More boys (19) than girls (seven) were high participants in different classroom processes. Most of the students in mixed‐gender kitchenettes co‐operated in cleaning up. Teachers expected the same standard of work from all the students but they allotted more special jobs to girls. 相似文献
15.
Berit Skog 《Scandinavian Journal of Educational Research》2013,57(3):201-211
Abstract The reasons why girls avoid science subjects were studied by comparing three groups of girls and three groups of boys in the Norwegian secondary school who opted for physics, biology/chemistry and non‐science subjects, respectively. On the basis of documented data on their level of attainment in science subjects, and questionnaire data on confidence in science achievement, attitudes towards the sciences and job priorities, the “hard’ science girls proved to be more confident and laid more stress upon income and leadership than the other groups of girls. No differences between the groups’ attitudes towards science were found. The ‘hard’ science group of girls performed better than the boys in the science subjects and they stressed the importance of income in their future job as much as did the boys. These findings suggest that girls make rational educational choices based on their perception of their own aptitude for science and on their future occupational plans. 相似文献
16.
《The Journal of educational research》2012,105(3):174-180
AbstractUsing actual referrals, this investigation identified teachers’ specific reasons for referring students, teachers’ attributions for students’ difficulties in school settings, and whether causes are related to reasons for referral. Major findings indicated that (1) reasons for referral were consistent with previous investigations, (2) although boys were referred twice as often as girls, teachers ascribed similar causes for boys and girls, and (3) teachers’ attributions were primarily due to factors other than adequacy of instruction. Several explanations for the complexity of factors influencing teachers’ decisions to refer students are discussed. 相似文献
17.
Unlike many other countries, physics is highly popular in secondary education in Scotland, with large numbers opting for study at the Higher Grade on which entry to higher education is based. This paper reports a project that explored the attitudes and perceptions of Scottish girls and boys towards physics over the age range of 10-18 years old. Towards the end of primary school, attitudes towards science are very positive and both boys and girls are looking forward to studying more science in secondary school, although there is no evidence that the introduction of primary science has been a factor. By the end of the second year of secondary school, these positive attitudes have declined quite markedly and a significant decline of girls' attitudes towards science relative to boys' attitudes was clearly observed. The success of the Standard Grade physics course (a 2-year course taken in third and fourth year, ages 14-16 approximately) is easy to observe in terms of the restoration of positive attitudes of boys and girls again as the pupils move through third and fourth year. This process is especially clearly marked among girls. Surprisingly, over 90 per cent of the observed fourth year pupils wanted to continue studies in physics but a marked decline in attitude is observed during the Higher Grade course (a 1-year course which follows Standard Grade), this being more marked for boys. If the number of girls in physics is an issue for concern within the structure of Scottish system, then the focus of attention should be the structure and nature of the science course in the early secondary school. 相似文献
18.
19.
Jayantee Naugah 《Research in Science & Technological Education》2013,31(3):252-268
Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling.Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science.Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations.Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science.Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science.Conclusions: There need to be radical changes in approaches to teaching to retain young girls’ interest in the sciences. 相似文献
20.