Boys and Girls in the Performance-Based Science Classroom: Who’s Doing the Performing?
Boys and Girls in the Performance-Based Science Classroom: Who’s Doing the Performing?
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基于表演的科学课堂上的男孩和女孩：谁在表演？
DOI：
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
S. S. King
中科院分区：
文献类型：
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作者：
Jasna Jovanovic;S. S. King
这项研究的目的是检查在整个学年中，男孩和女孩是否平等地参与了实践活动所需的行为（例如，操作设备，指导活动，观察）在基于性能的科学教室。此外，我们还研究了这些表现行为是否解释了男孩和女孩科学态度的变化（即，能力认知和任务价值信念）。样本包括165名学生（53%的女性，平均年龄= 12.21）在6个5年级至8年级的基于性能的科学教室，与这些教室的教师被确定为不仅是示范性的动手科学教师，但也教师敏感，增加女孩的参与科学。我们的研究结果表明，积极参与以表现为基础的科学课堂预测学生的年底科学态度。然而，男孩和女孩并没有平等地参与这些课堂。此外，我们发现，对于女孩，而不是男孩，有一个减少在学年的科学能力的看法，这表明男孩和女孩经历这些教室不同。
The aim of this study was to examine whether over the school year boys and girls equally share in performing the behaviors required of hands-on activities (e.g., manipulating the equipment, directing the activity, observing) in the performance-based science classroom. In addition, we examined whether these performance behaviors accounted for changes in boys’ and girls’ science attitudes (i.e., ability perceptions and task value beliefs) at the end of the school year. The sample included 165 students (53% female, mean age = 12.21) in six Grade 5-Grade 8 performance-based science classrooms where the teachers associated with these classrooms were identified not only as exemplary hands-on science instructors but also instructors sensitive to increasing girls’ participation in science. Our results indicated that being actively involved in the performance-based science classroom predicted students’ end-of-the year science attitudes. However, boys and girls did not participate equally in these classrooms. Moreover, we found that for girls, but not boys, there was a decrease in science ability perceptions over the school year, suggesting that boys and girls experienced these classrooms differently.