Literaturnachweis - Detailanzeige
| Autor/inn/en | Maru, Alexandru; Karim, Nafis I.; Singh, Chandralekha |
|---|---|
| Titel | Active Learning in an Inequitable Learning Environment Can Increase the Gender Performance Gap: The Negative Impact of Stereotype Threat |
| Quelle | In: Physics Teacher, 58 (2020) 6, S.430-433 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-921X |
| Schlagwörter | Active Learning; Educational Environment; Equal Education; Achievement Gap; Stereotypes; Science Education; Physics; Gender Differences; Teaching Methods; Evidence Based Practice; Learner Engagement |
| Abstract | In the past few decades, educators and physics education researchers have been developing and evaluating instructional approaches designed to improve students' conceptual understanding and problem-solving skills in physics for students with different prior preparation and backgrounds. These instructional approaches often require students to be active participants in their learning, and are often developed through research, which provides evidence for their effectiveness. Hence, we refer to them as "Evidence-Based Active Engagement" (EBAE) strategies. (As Provided). |
| Anmerkungen | American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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