Reducing the gender gap in the physics classroom
Reducing the gender gap in the physics classroom
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DOI：
10.1119/1.2162549
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发表时间：
2006-02-01
影响因子：
0.9
通讯作者：
Mazur, E
中科院分区：
文献类型：
--
作者：
Lorenzo, M;Crouch, CH;Mazur, E
我们调查的概念理解的性别差距，在大学物理入门课程可以减少使用互动参与的方法，促进课堂互动，减少竞争，促进合作，并强调概念理解。为此，我们分析了哈佛大学非专业微积分物理入门课程的数据，这些课程采用传统教学方式或不同程度的互动参与方式。我们的研究结果表明，教学与一定的互动策略，不仅产生显着增加的理解，男性和女性，但也减少了性别差距。在互动性最强的课程中，到学期结束时，教学前的性别差距已经消失。(c)2006年美国物理教师协会。
We investigate if the gender gap in conceptual understanding in an introductory university physics course can be reduced by using interactive engagement methods that promote in-class interaction, reduce competition, foster collaboration, and emphasize conceptual understanding. To this end we analyzed data from the introductory calculus-based physics course for non-majors at Harvard University taught traditionally or using different degrees of interactive engagement. Our results show that teaching with certain interactive strategies not only yields significantly increased understanding for both males and females, but also reduces the gender gap. In the most interactively taught courses, the pre-instruction gender gap was gone by the end of the semester. (c) 2006 American Association of Physics Teachers.