Gender and physics
Gender and physics
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性别与物理学
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
E. Skryabina
中科院分区：
文献类型：
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作者：
N. Reid;E. Skryabina
与许多其他国家不同，物理学在苏格兰的中学教育中非常受欢迎，很多人选择在高年级学习，这是进入高等教育的基础。本文报道了一个项目，该项目探讨了 10-18 岁年龄段苏格兰女孩和男孩对物理的态度和看法。小学快结束时，人们对科学的态度非常积极，男孩和女孩都期待在中学学习更多的科学，尽管没有证据表明小学科学的引入是一个因素。到中学二年级结束时，这些积极态度明显下降，并且可以明显观察到女孩对科学的态度相对于男孩的态度显着下降。标准年级物理课程（为期两年的课程，在第三年和第四年学习，年龄约为 14-16 岁）的成功显而易见，随着学生进入第三年和第四年，男孩和女孩再次恢复了积极态度。这个过程在女孩中尤其明显。令人惊讶的是，超过 90% 的四年级学生希望继续学习物理，但在高年级课程（标准年级之后的一年课程）中，态度明显下降，这对于男孩来说更为明显。如果说物理专业女生的数量是苏格兰体系结构中值得关注的问题，那么关注的焦点应该是初中科学课程的结构和性质。
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.