Reducing the gender gap in the physics classroom: How sufficient is interactive engagement?
Reducing the gender gap in the physics classroom: How sufficient is interactive engagement?
复制标题
减少物理课堂上的性别差距：互动参与程度如何？
DOI：
10.1103/physrevstper.3.010107
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发表时间：
2007
影响因子：
--
通讯作者：
Lauren E. Kost
中科院分区：
文献类型：
--
作者：
S. Pollock;N. Finkelstein;Lauren E. Kost
Lorenzo et al., Am。J. Phys. 74, 118 2006证明了男女学生之间的表现差异可以通过在介绍性物理课堂中使用互动参与技术来减少甚至消除。本文描述了一所不同的大型研究型大学的类似研究，发现使用互动参与技术并不一定会减少性别差距。此外，在所研究的环境中，无论使用部分或完全互动的课堂技术，男女学生在学习收益方面都存在差距（0.01）。我们的研究结果表明，让学生参与互动教育环境不足以缩小性别差距，我们发现，尽管所有学生都取得了显著的学习成果，但性别差距仍在扩大。有迹象表明，学生和教师的影响都会影响性别差距，这是正在进行的研究的主题。
Previous research Lorenzo et al., Am. J. Phys. 74, 118 2006 demonstrated that the difference in performance between male and female students can be reduced and even eliminated, in consistent fashion, by using interactive engagement techniques in the introductory physics classroom. The present paper describes similar studies in a different, large research university and finds that the use of interactive engagement techniques does not necessarily reduce the gender gap. Furthermore, in the environments studied, there is a gap in learning gains between male and female students p 0.01 whether partially or fully interactive classroom techniques are used. Our findings suggest that engaging students in interactive educational environments is not sufficient to reduce the gender gap, and we find instances where despite significant learning gains by all students, the gender gap is increased. There is indication that there are both student and instructor effects that impact the gender gap, which are the subjects of ongoing studies.