Girls and physics education

Ormerod, M. B.; Bottomley, Jennifer M.; Keys, Wendy; Wood, Charles L.

doi:10.1088/0031-9120/14/5/303

Cited by 14 publications

(2 citation statements)

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“…The changing nature of the twelfth grade population in Australian secondary schools and the trend towards a "Science for All" curriculum warrants a reassessment of the role of quantification in the teaching of science at senior secondary level. Such a reassessment is important in view of the suggestion that differential achievement and attitudes for boys and girls in the physical sciences may be related to the quantitative approach in such subjects (Ormerod et al, 1979). The possibility that part of the problem in the teaching of physical science may lie not only in the mathematics itself but also in its emergence profile in the teaching-learning setting is examined in this paper.…”

Section: Introductionmentioning

confidence: 96%

The emergence of quantification in the pressure–volume relationship for gases: A textbook analysis

Berg¹

1989

Science Education

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Section: Introductionmentioning

confidence: 96%

The emergence of quantification in the pressure–volume relationship for gases: A textbook analysis

Berg¹

1989

Science Education

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“…Sarah et al (1980) proposed that a co-educational system was in the interest of boys and that boys do better in mixed schools. Ormerod et al (1979) concluded paradoxically "It would benefit the study of physics up to 16 if all girls could be educated in single-sex schools and all boys in co-educational schools".…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Science Performance and Uptake by Fifteen‐year‐old Boys and Girls in Co‐educational and Single‐sex schools—APU survey findings

Bell

1989

Educational Studies

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A naive analysis of the science performance of pupils attending single-sex and mixed schools shows that, on average, pupils attending the former achieved higher scores. However, since many of the pupils in single-sex schools attend either independent or grammar schools, the performance difference may have little to do with the attendance at single-sex schools but more to do with the preselection by ability of pupils in these schools. When comprehensives only are considered, there are no statistically significant differences in the mean performance on the APU tests between single-sex and mixed schools for either boys or girls. Also there is no evidence that there was a large increase in the take-up of science subjects for girls attending single-sex schools. The paper describes why it is not sensible to attribute differences directly to the separation of pupils in schools by sex.

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Gender and science achievement: A reanalysis of studies from two meta‐analyses

Becker

1989

J Res Sci Teach

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Data from 30 studies of the magnitude of gender differences in science achievement previously examined in two separate reviews were synthesized using modem methods for meta-analysis. Two meta-analysis methodologies were used: analyses of effect sizes (standardized mean differences) and vote-counting estimation procedures. Analyses revealed that magnitudes of gender differences in science achievement varied according to the subject matter under study. Males showed significant advantages in studies of biology, general science, and physics, but significant differences were not found for studies of mixed science content, and geology and earth sciences, or in a single study of chemistry. However, in all cases the numbers of effects examining each subjectmatter area were quite small (seven or less). Also, studies which had focused on gender differences evidenced larger gender differences than other studies. Other possible predictors of the magnitudes of gender differences, such as grade level of the subjects and test length, did not account for significant amounts of variation among these study outcomes. Consequently, they also did not provide as strong an explanation of the patterns of gender differences as did subject matter and focus on gender.

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Girls and physics education

Cited by 14 publications

References 4 publications

The emergence of quantification in the pressure–volume relationship for gases: A textbook analysis

The emergence of quantification in the pressure–volume relationship for gases: A textbook analysis

A Comparison of Science Performance and Uptake by Fifteen‐year‐old Boys and Girls in Co‐educational and Single‐sex schools—APU survey findings

Gender and science achievement: A reanalysis of studies from two meta‐analyses

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