Looking inside high school science classrooms: An exploration of males' and females' subjective experience

这个项目将从男女学生的角度描述各种高中科学背景的感觉。这个为期三年的项目，将通过北伊利诺伊大学进行，重点是立即的结果；也就是说，个体在参与日常科学活动时的认知和情感投入的瞬间水平。该项目将系统地记录学生的课堂体验，将主观体验的各个方面与具体的课程、内容单元和课堂活动联系起来。结合调查、访谈、课堂观察和经验抽样技术，这种混合方法的研究将对理解有助于女性和男性参与科学的日常过程做出独特的贡献。这个项目的智力价值在于它将提供关于学生的重要基础知识。在科学课上的实际经验。这一信息将填补科学教育文献的空白，因为它将探索学习中涉及的情感过程。本项目的广泛影响是它可能对高中科学教育的教学实践、课程设计和课程设置产生实质性影响。该项目旨在建立一个关于科学学习的情感和动机成分的强大知识库，将特定的主观状态与特定的课程、内容单元和教学实践联系起来。除此之外，如果在学生中发现了预期的性别差异？从主观经验来看，这些发现可能会提出改变科学课程的具体方法，以努力使男性和女性充分参与科学课堂。

This project will provide a descriptive account of what a variety of high school science contexts feel like from the perspective of female and male students. This three-year project, to be conducted through Northern Illinois University, is focused on immediate outcomes; namely, individuals' momentary levels of cognitive and affective engagement while involved in everyday science activity. The project will systematically record students' classroom experiences as they happen, linking various aspects of subjective experience to specific courses, content units, and classroom activities. Using a combination of surveys, interviews, classroom observations, and experience sampling techniques, this mixed-methods research will make a unique contribution to the understanding of the daily processes that contribute to the engagement of both females and males in science. The intellectual merit of this project is that it will provide crucial foundational knowledge about students? actual experiences in science classes. This information will fill a gap in the literature in science education in that it will explore affective processes involved in learning. The broader impact of this project is that it could have substantial effects on instructional practices, course design and curriculum in high school science education. The project is positioned to produce a strong knowledge base about the affective and motivational components of science learning, linking particular subjective states to specific courses, content units, and instructional practices. Beyond this, if the expected gender differences are found in students? subjective experience, the findings could suggest specific ways to alter science curricula in an effort to fully engage males and females in science classrooms.