Girls and physics: teaching and learning strategies tested by classroom interventions in grade 11.

Autor/inn/en	Labudde, P.; Herzog, W.; Neuenschwander, M. P.; Violi, E.; Gerber, C.
Titel	Girls and physics: teaching and learning strategies tested by classroom interventions in grade 11.
Quelle	In: International journal of science education, 22 (2000) 2, S. 143-157Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Sekundarstufe II; Lehr-Lern-Forschung; Kinematik; Optik; Mädchen
Abstract	In this quasi-experimental study various strategies are developed and empirically tested for an approach to physics instruction that should improve girls' and boys' attitudes toward and achievements in physics. Strategies include opportunities to integrate different pre-existing knowledge and the variation of teaching methods to enhance co-operation and communication in the classroom. The core of this study is an intervention in 31 classes of public schools in Switzerland. The intervention, one unit in optics and one in motion (velocity/acceleration), includes the first 40 lessons of the first physics course that all students have to attend at the upper secondary level. Data sources are various student and teacher questionnaires, tests and semi-structured interviews with teachers. Results of the entrance and final survey are presented. The focus will be on some of the applied strategies. Implications for the teaching and learning of physics and for teacher education are discussed.
Erfasst von	Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München
Update	2002_(CD)