Gender differences in teacher‐student interactions in science classrooms
Gender differences in teacher‐student interactions in science classrooms
复制标题
科学课堂师生互动中的性别差异
DOI：
10.1002/tea.3660270906
复制
发表时间：
1990
影响因子：
4.6
通讯作者：
Jack Wheatley
中科院分区：
文献类型：
--
作者：
M. Gail Jones;Jack Wheatley
30个物理科学和30个化学类，其中包含了1332名学生，使用Brophy-Good教师-儿童二元互动系统进行了观察。课堂互动进行了检查，性别差异，可能会导致妇女在物理和工程课程和随后的职业生涯代表性不足。Brophy-Good编码过程允许检查个人和学生群体的互动模式。方差分析的数据产生了显着的主效应，教师表扬，电话，程序问题，行为警告的基础上，学生的性别和直接的问题，一个显着的教师性别的主效应。教师性别和学生性别的行为警告变量显着的双向交互作用。女教师对男学生的警告显著多于女学生。男教师警告男女学生的频率相似。男生在物理科学课上收到的行为警告也明显多于女生。在化学课上，男女学生收到的行为警告数量大致相同。
Thirty physical science and 30 chemistry classes, which contained a total of 1332 students, were observed using the Brophy-Good Teacher-Child Dyadic Interaction System. Classroom interactions were examined for gender differences that may contribute to the underrepresentation of women in physics and engineering courses and subsequent careers. The Brophy-Good coding process allows for examination of patterns of interactions for individuals and groups of pupils. An analysis of variance of the data yielded a significant main effect for teacher praise, call outs, procedural questions, and behavioral warnings based on the sex of the student and a significant teacher-sex main effect for direct questions. Significant two-way interactions were found for the behavioral warning variable for teacher sex and subject by student sex. Female teachers warned male students significantly more than female students. Male teachers warned both genders with similar frequency. Male students also received significantly more behavioral warnings in physical science classes than female students. In chemistry classes, both male and female students received approximately the same number of behavioral warnings.