Gender issues in physics education
Gender issues in physics education
复制标题
物理教育中的性别问题
DOI：
10.1080/0013188980400302
复制
发表时间：
1998
影响因子：
3.5
通讯作者：
M. Stewart
中科院分区：
文献类型：
--
作者：
M. Stewart
在英格兰和威尔士，女孩在物理课程中的代表性不足是一个众所周知的现象。已经进行了许多研究来了解女孩对物理的态度。这些研究大多调查了11岁至16岁的女孩在义务教育期间的态度。本文认为，积极决定在义务教育最低水平之外学习这一学科的男性和女性在能力和态度上仍然存在差异。统计上显著的性别差异仍然很明显。选择学习A-Level物理的女性往往比她们的男性同事更有能力，她们表现出更强的人性化，这从她们对理想的课程内容和职业选择的看法中可见一斑。少数女孩选择在A-Level及以上级别学习物理，这一事实是否应该被视为一个问题，或者只是生活中的一个事实，这一事实还有待商榷。
Summary The under‐representation of girls in physics courses in England and Wales is a well‐known phenomenon. Many studies have been undertaken to discern the attitudes of girls to physics. The majority of these studies have investigated girls’ attitudes during the period of compulsory secondary schooling, between the ages of 11 and 16. This paper considers differences of ability and attitude still remaining between males and females who had made a positive decision to study the subject beyond the compulsory minimum level. Statistically significant gender differences were still apparent. Females who had chosen to study A‐level physics tended to be more able than their male colleagues, and they exhibited greater person orientation as evidenced by their opinions of desirable course content and their choice of careers. Whether or not the fact that small numbers of girls opt to study physics at A‐level and beyond should be considered a problem or just a fact of life is open to debate.