Variation by Gender in Abu Dhabi High School Students’ Interests in Physics

Badri, Masood; Almazroui, Karima; Rashedi, Asma Al; Yang, Guang

doi:10.1007/s10956-015-9589-x

Cited by 6 publications

(9 citation statements)

References 44 publications

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“…Õpilaste huvi uurimisele on lähenetud kas ühe loodusaine spetsiifiliselt, nt füüsikas (Badri, Al Mazroui, Al Rashedi, & Yang, 2016;Häussler & Hoffmann, 2002;Reid & Skryabina, 2003;Trumper, 2006;Walper, Pollmeier, Lange, Kleickmann, & Möller, 2016), bioloogias (Baram-Tsarabi & Kaadni, 2009;Baram-Tsarabi, Sethi, Bry, & Yarden, 2010;Gardner & Tamir, 1989;Hagay et al, 2013;Hong, Shim, & Chang, 1998), keemias (Alebiosu, 2006) ja geograafias (earth science) (Betzner & Marek, 2014;Harp & Mayer, 1997), või loodusaineteüleselt (Dawson, 2000;Christidou, 2006;Lavonen et al, 2008;Teppo & Rannikmäe, 2008). Õpilaste teadmiste ja oskuste testimise kõrval on loodusainete õppimisega seotud huve ja hinnanguid vähemal määral uuritud ka rahvusvaheliste võrdlusuuringute, nagu TIMSSi ja PISA raames.…”

Section: Huvi Loodusteaduslike Teemade õPpimise Vastuunclassified

Grade nine students’ learning interests towards science topics presented in different contexts and their motivation to learn science

Teppo¹,

Semilarski²,

Soobard³

et al. 2017

EHA

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a a Tartu Ülikooli loodusteadusliku hariduse keskus AnnotatsioonViimaste aastate uuringute tulemused näitavad, et õpilased hindavad üha enam loodus ainete õppimise vajalikkust, kuid endiselt on teemavaldkondi, mille õppi-mise vastu nad huvi ei tunne, kuna need on vähe seotud nende igapäevaelu või sotsiaalse keskkonnaga. Vähe on aga uuritud seda, kuidas loodusteaduslike õppeainete sisu esitamine eri kontekstis mõjutab õpilaste huvi õppekavaga kindlaks määratud teemade õppimise vastu. Artikli põhieesmärk on välja selgitada, millises kontekstis esitatud loodusteaduslike teemade õppimisest on 9. klassi õpilased (N = 848) huvitatud ning milline on õpilaste motivatsioon õppida loodusteaduslikke õppeaineid. Andmeid koguti katsetatud ja valideeritud kompleksinstrumendiga. Andmete analüüsimiseks kasutati nii peakomponentide kui ka klasteranalüüsi meetodeid. Leitud dimensioonid kirjeldavad õpilaste huvide kontekstuaalset iseloomu. K-keskmiste klasteranalüüsi tulemusena eristus nelja loodusaine sees kolm (kokku 12) õpilaste motivatsiooniprofiili, mis võimaldavad kirjeldada põhikooli lõpuklasside õpilaste huvisid ja motivatsioonilisi suundumusi loodusainete õppimisel. Õpilaste motivatsioon õppida loodusaineid on üldiselt suur ja seda nii tüdrukutel kui ka poistel.

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Section: Huvi Loodusteaduslike Teemade õPpimise Vastuunclassified

Grade nine students’ learning interests towards science topics presented in different contexts and their motivation to learn science

Teppo¹,

Semilarski²,

Soobard³

et al. 2017

EHA

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show abstract

“…2) Not all students who express considerable interest (I/M/A) in S&T intend to pursue studies or careers in related fields (OECD, 2006). 3) Differences are often found between girls and boys: While some studies show no significant differences according to gender (Krstovic, Brown, Chacko, & Trinh, 2008;Wang & Berlin, 2010;Zeyer & Wolf, 2010), a number of others show that girls exhibit less interest in S&T studies and in certain careers related to this field (e.g., Adesoji & Raimi, 2004;Badri, Al Mazroui, Al Rashedi, & Yang, 2016;Caleon & Subramaniam, 2008;Barmb et al, 2008;Desy, Peterson, & Brockman, 2011;van Griethuijsen, van Eijck, Haste, den Brok, Skinner, Mansour, BouJaoude, 2015). Other studies show that girls and boys express differing levels of interest in different subject areas: girls generally exhibit a stronger preference for life sciences than boys, while the opposite is observed for physics, chemistry, and technology (e.g., Baram-Tsabari & Yarden, 2011;Buccheri, Gurber, & Bruhwiler, 2011;Krapp & Prenzel, 2011).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

The Status of Science and Technology Relative to Other School Subjects. Results of a Study Conducted on Primary and Secondary School Students in Quebec

Hasni

Potvin

Belletête

2017

EURASIA J MATH SCI T

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In recent decades, many studies have examined students' interest in science and technology (S&T) at school. However, few investigations have studied this interest in a manner that accounts for the status that students assign to this subject relative to other subjects in the curriculum. The main objective of this article is to conduct such an examination. To assess this issue, three dimensions have been considered: ease, relative preference, and relative importance. This study, which included 2,571 students, reveals that S&T occupies an intermediate position relative to other subjects, with only slight differences between boys and girls. However, there are important differences across school years: 1) S&T is perceived to be increasingly difficult as students' progress in their schooling; 2) relative preference for S&T decreases during the primary-secondary school transition but subsequently rises; and 3) the relative importance of S&T increases compared with all other subjects as students advance in their education. Significant correlations are observed between the latter two dimensions and students' intentions to pursue studies or careers in S&T.

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“…In general, keeping students engaged and interested in the classroom is an essential factor in successful teaching and learning (Hong and Lin-Siegler 2011;Badri et al 2015). With more engagement and interest, teaching becomes much easier (Lavonen et al 2005).…”

Section: Students' Interest In Sciencementioning

confidence: 99%

“…Education research has identified gender as a significant factor that interrelates with interest in science learning for further studies or occupation, interest in the contents of physics, interest in a context where certain specific science content or topics are met, interest and enjoyment in an activity type or the teaching methods used, perceived achievement, level of difficulty and appreciation of the topic (Sjøberg 2000;Trumper 2006;Badri et al 2015). One important goal in the development of science education has been to bridge the gender gap in specific science subjects.…”

Section: Gender Gap and Science Educationmentioning

confidence: 99%

“…Numerous studies have examined student interest, behaviour, achievement and attitudes towards science (Osborne, Simon, and Collins 2003;Sjøberg 2000;Badri et al 2015). Studies have indicated that students will study and learn science (biology, physics and math) better as well as choose a specialised discipline in upper secondary school as per their interest (Lavonen et al 2008).…”

Section: Introductionmentioning

confidence: 99%

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Out-of-school experience categories influencing interest in biology of secondary school students by gender: exploration on an Abu Dhabi sample

Badri

Yang

Almazroui

et al. 2016

Journal of Biological Education

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2016): Out-of-school experience categories influencing interest in biology of secondary school students by gender: exploration on an Abu Dhabi sample, Journal of Biological Education, ABSTRACTThis study employed the international Relevance of Science Education questionnaire to survey the interest in biology and the out-of-school experiences of Abu Dhabi secondary school students (median age 17, mean age 17.53 and mode age of 16) in the third semester of 2014. It included 3100 participants. An exploratory factor analysis was used to categorise the items for both interest in biology and out-of-school experience. Ten interest in biology and 12 out-of-school experience factors were extracted. The summated means for each factor indicated that 'health and fitness' and 'disease control' enjoyed highest interests among students. For out-of-school experiences, the two factors of 'digital applications' and 'medical treatment' received the highest scores. Multivariate analysis of variance revealed that all factors for both interest in biology and out-of-school experience exhibited significant differences between boys and girls. More girls than boys were interested in disease control, reproduction (human biology), alternative science, health and fitness, zoology, and applied cosmetic biology. No significant differences were observed for the remaining five other categories. Furthermore, analysis of variance revealed significant differences between boys and girls with regard to individual items comprising each of the factors. The highest correlations were between the two factors of out-of-school experiences of 'the natural world' and 'learning through observation' and the interest in biology factor related to 'plant and animal farming and agriculture' . Results suggested that more emphasis must be placed on students' out-ofschool experience and their engagement in informal learning in contextual outdoor environments to enhance their interest in learning more about biology and the living environment in general.

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Variation by Gender in Abu Dhabi High School Students’ Interests in Physics

Cited by 6 publications

References 44 publications

Grade nine students’ learning interests towards science topics presented in different contexts and their motivation to learn science

Grade nine students’ learning interests towards science topics presented in different contexts and their motivation to learn science

The Status of Science and Technology Relative to Other School Subjects. Results of a Study Conducted on Primary and Secondary School Students in Quebec

Out-of-school experience categories influencing interest in biology of secondary school students by gender: exploration on an Abu Dhabi sample

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