Evaluation of authentic science projects on climate change in secondary schools: a focus on gender differences
Evaluation of authentic science projects on climate change in secondary schools: a focus on gender differences
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DOI：
10.1080/02635143.2011.581631
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发表时间：
2011-01-01
影响因子：
1.6
通讯作者：
Goedhart, Martin
中科院分区：
文献类型：
--
作者：
Dijkstra, Elma;Goedhart, Martin
背景和目的：本研究调查了中学生对参加真实科学项目的意见，这些项目是欧盟在七个国家开展的气候变化研究国际项目的一部分。学校和研究机构之间的伙伴关系导致学生项目，学生与科学家合作并向他们学习全球碳循环。本研究特别关注男女学生之间的差异，因为女生通常喜欢传统的学校科学比男生Sample and design：数据，来自欧洲60所中学的1370名学生，通过问卷调查收集到的项目结束。评价的方面是：组织;享受;困难;结果：研究结果表明，真实的科学教育是非常赞赏的男生和女生更是。这些项目对气候变化思想产生了积极影响，特别是对女学生而言。女学生比男学生更经常地觉得自己学到了很多新东西。结论：男女学生对真实的科学项目都有积极的评价。结果进一步指出，学生发挥积极作用的活动，如动手实验或展示结果，会产生积极的影响。研究结果被放置在科学教育的国际背景下，他们的政策影响进行了讨论。
Background and purpose: This study examines secondary-school students' opinions on participating in authentic science projects, which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects in which students work with and learn from scientists about the global carbon cycle. This study focuses in particular on differences between male and female students, as female students normally like traditional school science less than male students.Sample and design: Data, drawn from 1370 students from 60 secondary schools across Europe, were collected through questionnaires taken at the end of the projects. The evaluated aspects were: organization; enjoyment; difficulty; and impact of the projects.Results: The findings suggest that authentic science education is appreciated very much by both male students and even more by female students. The projects had positive impacts on climate change ideas, in particular for female students. Female students felt that they had learned many new things more often than male students.Conclusions: Both male and female students have positive opinions about the authentic science projects. The results further point to positive effects of activities in which students have an active role, like hands-on experiments or presentation of results. The findings are placed in the international context of science education and their implications for policy are discussed.