Girls' Biology, Boys' Physics: Evidence from Free-Choice Science Learning Settings

Autor/inn/en	Baram-Tsabari, Ayelet; Yarden, Anat
Titel	Girls' Biology, Boys' Physics: Evidence from Free-Choice Science Learning Settings
Quelle	In: Research in Science & Technological Education, 26 (2008) 1, S.75-92 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
Schlagwörter	Females; Physics; Biology; Science Instruction; Student Interests; Gender Differences; Feedback (Response); Student Attitudes; Age; High School Students; Foreign Countries; Case Studies; International Studies; Cultural Influences; Elementary Secondary Education; Australia; Denmark; Finland; Germany; Israel; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Physik; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studieninteresse; Geschlechterkonflikt; Schülerverhalten; Alter; Lebensalter; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Case study; Fallstudie; Case Study; Internationaler Studiengang; Cultural influence; Kultureinfluss; Australien; Dänemark; Finnland; Deutschland; USA
Abstract	Many of the explanations for girls' disinterest in physics focus on the role of the educational system in creating this situation. Here, we use evidence from free-choice science learning settings to study if this lack of interest is also expressed in non-school settings. Three sets of self-generated questions raised by children, adolescents and adults in the fields of biology and physics were used. The outcomes of this analysis show that the polar pattern previously described in school science settings, in which physics proves significantly less interesting to girls than to boys, while biology is of greater interest to girls than to boys, also appears in free-choice science learning settings. While boys develop an interest in physics with age, girls do not develop such an interest to the same degree. Thus, the initial gap in interest is probably not based on school-related causes, but its widening in later years probably is. A difference was also found between the genders in the type of information requested and in the motivation for raising the questions. Using topics that appeal to girls' interest as the context of science learning could prove beneficial in the process of mainstreaming science education. These topics can be identified using girls' spontaneous questions. (Contains 2 tables, 2 figures and 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10