Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

Oliver, Mary; Woods-McConney, Amanda; Maor, Dorit; McConney, A.

doi:10.1186/s40594-017-0060-9

Cited by 16 publications

(7 citation statements)

References 39 publications

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“…Those participants showed evidence of embodying growth mindsets [15,16]. These findings are consistent with studies conducted at the secondary school level that found that supportive teachers and the classroom culture influence student engagement in science; particularly for female students and those who have found themselves in non-supportive science cultures [17,18].…”

Section: Discussionsupporting

confidence: 83%

The long-term effects of learning in an ISLE approach classroom

Buggé

Etkina²

2020

2020 Physics Education Research Conference Proceedings

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This study reports on the long-term effects of learning through the Investigative Science Learning Environment (ISLE) approach on high school physics students. Students learning physics through the ISLE approach engage in collaborative activities that mirror the practice of physicists to construct concepts and apply them to solving practical problems. Previous studies of learning in ISLE-based classrooms showed that the students develop abilities to design experiments, collect and represent data, communicate and many others. However, there were no follow up studies that demonstrate what the students remember and how they use those abilities in their future education and professional careers. We administered a survey to alumni who learned physics in an ISLE-based classroom to find out what they remember many years after taking the course as well as if they find their physics learning useful for future education and careers. We report on the findings from this study.

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Section: Discussionsupporting

confidence: 83%

The long-term effects of learning in an ISLE approach classroom

Buggé

Etkina²

2020

2020 Physics Education Research Conference Proceedings

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“…The students also referred to their parents as being supportive and providing opportunities that may have sparked their interest in science generally, and physics, specifically. 36 Finding from this study also showed that there was no gender difference regarding complementary congruence. Complementary congruence captures the situation when individuals perceive that their career exploration, planning, and goal setting need are met by their parents, and they perceive that parents are satisfied with their career-related progress.…”

Section: Discussionsupporting

confidence: 53%

Career Congruence with Parents from the Perspective of Gender

Sawitri¹

2019

Proceedings of the 1st Annual Internatioal Conference on Social Sciences and Humanities (AICOSH 2019)

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Adolescent-parent career congruence was defined as the degree to which the adolescents perceive parents as fulfilling career exploration, career planning, and career goal setting needs, and the degree to which they perceive parents to be happy, proud, satisfied, or agreeable with their career progress, and the degree to which the adolescents perceive that their parents have similar or matching ideas regarding career interests, career values, career plans, and career goals. This construct is very important in understanding adolescent career development. However, little is known about the dynamics of this construct from the perspective of gender. This study aimed to investigate the differences of the level of congruence between adolescents and their parents regarding career matters in female and male students. We collected data from 291 students from a university in Semarang, Indonesia, M age = 19.93 years, SD age = 5.64, 69.1% female. We used the Adolescent-Parent Career Congruence Scale (α = .88). Independent sample t-test demonstrated that there the level of congruence between adolescents and their parents regarding career matters is significantly different in male and female students. Compared to their male counterparts (53.43±8.97), female students (55.81± 8.56) demonstrated higher level of career congruence with their parents, t = (164.32) =-2.12, p = .04 (p < .05). Female students showed higher levels of supplementary aspect, but not complementary aspect, when compared to male students. Findings from this study highlight the important role of gender in formulating intervention to enhance congruence with parents regarding career matters. Recommendations for students, parents, and practitioners are discussed.

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“…The problem with fewer female students choosing to take advanced physics courses has been documented throughout the world, including Ghana (Buabeng et al., 2012), Scotland (Reid and Skryabina, 2003), Australia (Oliver et al., 2017), England, Singapore, Spain, and Mexico (Oon and Subramaniam, 2010). In the US, approximately 36% of undergraduate STEM degrees and 19% of undergraduate physics degrees were awarded to women in 2015 (American Physical Society, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Teachers with rich content knowledge and enthusiasm toward teaching can result in positive gains in student motivation in physics (Keller et al., 2017). One recent study showed that female students’ motivation to study and do well in physics is linked to several factors, including having a combination of teachers, supportive and knowledgeable teachers, engaging pedagogy, the school’s science culture, and social interactions with family and peers (Oliver et al., 2017). In another study, students’ motivation in physics was positively related to the task-value they saw in the physics they were doing and interest in the science being studied (Wang et al., 2017).…”

Section: Introductionmentioning

confidence: 99%

Contextual Choices in Online Physics Problems: Promising Insights Into Closing the Gender Gap

Wheeler

Blanchard

2019

Front. Psychol.

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Throughout the world, female students are less likely than males to take advanced physics courses. This mixed-methods study uses a concurrent, nested design to study an online homework intervention designed to address choice and achievement. A choice of three different contexts (biological, sports, and traditional) were offered to students for each physics problem, intending to stimulate females’ interest and enhance achievement. Informed by aspects of Artino’s social-cognitive model of academic motivation and emotion, we investigated: Which context of physics problems do males and females select?; What explanations do students give for their choices?; Are there differences in the achievement of males and females?; and Is there a relationship between student achievement and the context selected? Fifty-two high school physics students from five US states participated. Data included pre- and post-Force Concept Inventory scores, homework context choices and achievement, and rationales for choices. Findings indicate that females were most likely to select biology contexts; males, traditional. All students made more attempts on video questions over word questions, although females did not score as well. For all questions, students generally persisted until they answered them correctly, with females taking fewer attempts on problems. Context choice was mostly driven by interest, for males, and perceptions of difficulty level for females; however, rationales were indistinguishable by gender. On their first homework question attempt, females scored significantly better than the males. Initially, males had significantly higher FCI scores; post homework intervention, females increased their mean scores significantly on the FCI, erasing the initial gender gap, with no growth nor decline in males’ scores. Females with FCI growth were equally as likely to choose biology contexts as traditional contexts; males were more likely to choose biology contexts. Findings from this study suggest that modest changes to homework problems that provide choice and make the physics problems more contextually interesting—even without changes in classroom instruction—could increase interest and motivation in students and increase achievement for both male and female students. Recommendations will be discussed.

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Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

Cited by 16 publications

References 39 publications

The long-term effects of learning in an ISLE approach classroom

The long-term effects of learning in an ISLE approach classroom

Career Congruence with Parents from the Perspective of Gender

Contextual Choices in Online Physics Problems: Promising Insights Into Closing the Gender Gap

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