Research-based assessment of students' beliefs about experimental physics: When is gender a factor?
Research-based assessment of students' beliefs about experimental physics: When is gender a factor?
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基于研究的学生对实验物理信念的评估：性别何时成为一个因素？
DOI：
10.1103/physrevphyseducres.12.020130
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
H. Lewandowski
中科院分区：
文献类型：
--
作者：
Bethany R. Wilcox;H. Lewandowski;H. Lewandowski
学生在概念评估和对态度评估的反应方面存在性别差异，这一点一再得到证明。这种差异往往存在于学生的教学前的反应，并坚持在他们的教学后的反应。然而，有一个领域，其中存在的性别差异还没有得到广泛的探讨是本科实验室课程。例如，为数不多的以实验室为重点的基于研究的评估之一-科罗拉多实验物理学科学学习态度调查（E-CLASS）-没有对学生的反应是否存在性别差异进行测试。在这里，我们利用一个国家的数据集的反应，以确定他们是否表现出显着的性别差异。我们还调查了这些差异是如何沿着多个学生和课程人口统计切片变化的，包括课程水平（第一年与第二年）。第一年以后）和主要（物理与\非物理学）。我们观察到的性别差距前和postinstruction E-CLASS分数的总体得分和大部分项目单独的汇总数据。然而，对于一些亚群（例如，一年级以上的学生），性别差距的大小甚至是否存在取决于另一个方面（例如，学生专业）。我们还发现，对于所有组的差距差距在postinstruction分数消失或大大减少时，控制preinstruction分数，课程水平，和学生的专业。
The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and persists in their postinstruction responses. However, one area in which the presence of gender differences has not been extensively explored is undergraduate laboratory courses. For example, one of the few laboratory focused research-based assessments, the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS), has not been tested for the existence of gender differences in students' responses. Here, we utilize a national data set of responses to the E-CLASS to determine if they demonstrate significant gender differences. We also investigate how these differences vary along multiple student and course demographic slices, including course level (first-year vs.\ beyond-first-year) and major (physics vs.\ non-physics). We observe a gender gap in pre- and postinstruction E-CLASS scores in the aggregate data both for the overall score and for most items individually. However, for some subpopulations (e.g., beyond-first-year students) the size or even existence of the gender gap depends on another dimension (e.g., student major). We also find that for all groups the gap in postinstruction scores vanishes or is greatly reduced when controlling for preinstruction scores, course level, and student major.
影响因子：
4.6
作者：
G. A. Miller;J. Chapman
通讯作者：
G. A. Miller;J. Chapman