Promoting girls' interest and achievement in physics classes for beginners |
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| Institution: | 1. Department of Radiation Oncology, Mayo Clinic, Jacksonville, Florida;4. Department of Neurosurgery, Mayo Clinic, Jacksonville, Florida;2. Department of Neurological Surgery, University of Virginia, Charlottesville, Virginia;3. Department of Radiation Oncology, University of Virginia, Charlottesville, Virginia;6. Department of Medicine, University of Virginia, Charlottesville, Virginia;1. Department of Neurological Surgery, University of Virginia, Charlottesville, Virginia;2. Department of Radiation Oncology, University of Virginia, Charlottesville, Virginia;3. Department of Internal Medicine, University of Virginia, Charlottesville, Virginia;4. Division of Neuropathology, University of Virginia, Charlottesville, Virginia;1. Marshall Space Flight Center, Materials and Processes Laboratory, Huntsville, AL 35812, United States;2. University of Alabama in Huntsville, Huntsville, AL 35812, United States;1. Centre for Computing in Science Education (CCSE), University of Oslo, N-0315 Oslo, Norway;2. Department of Physics and Astronomy, Department of Computational Mathematics, Science and Engineering, and CREATE for STEM Institute, Michigan State University, East Lansing, MI 48823, USA;3. Department of Mathematics, Oregon State University, Corvallis, OR 97331, USA |
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| Abstract: | Particularly in the so called “hard” science subjects the supposedly equal treatment offered by coeducation in schools proves to be, on closer inspection, an extremely subtle form of unequal treatment. The syllabus and the modes of behavior of both male and female teachers are mainly influenced by the interests, knowledge and abilities of the boys.Based on empirical findings an intervention project aimed at giving girls a better chance in science was carried out focusing on the initial courses of physics in secondary level I (grade 7). Three aspects of innovation were involved: (1) development of new teaching units and materials based on empirical results on the specific interests and experiences of girls; (2) development of strategies to check ones' own (teacher's) classroom behavior; and, (3) alternating single sex with coeducational teaching vs. coeducational teaching only. The effects of the intervention measures are evaluated in a longitudinal design. Gender specific differences in interest and achievement in physics will be discussed depending on personality characteristics and classroom characteristics as well as the developed curriculum and its motivational impact. |
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