Influence of Out-of-School Experiences and Learning Styles on Interest in Biology, Chemistry and Physics among Higher Secondary Boys and Girls in Kerala

Autor/in	Gafoor, K. Abdul
Titel	Influence of Out-of-School Experiences and Learning Styles on Interest in Biology, Chemistry and Physics among Higher Secondary Boys and Girls in Kerala
Quelle	(2017), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Experiential Learning; Student Interests; Cognitive Style; Biology; Chemistry; Physics; High School Students; Foreign Countries; Natural Resources; Housework; Equipment; Gender Differences; Questionnaires; Individual Characteristics; Wildlife; Correlation; India + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Studieninteresse; Cognitive styles; Kognitiver Stil; Biologie; Chemie; Physik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Natural Ressource; Natürliche Ressource; Hausarbeit; Geschlechterkonflikt; Fragebogen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Korrelation; Indien
Abstract	Adopting an experiential learning explanation for varying student interest in the three sciences, out-of-school experience questionnaire, scale of interest in science and Kolb's learning style inventory were administered on 775 higher secondary students in Kerala. Despite their similar achievement levels, boys had higher interest in physics, and girls had higher interest in biology and chemistry. Higher interest of girls in biology relate to their more out-of-school experiences (OSE) like observation of animal, insects and birds as well as with domestic medicine, and gardening related experiences. Girls' higher interest in chemistry associated with their OSEs in domestic cleaning using chemicals and experiences from cooking. Likewise, higher interest of boys in physics is related with their higher experiences with electronic gadgets, electricity, batteries, magnets, mobile phones and domestic tools. The advantage of girls in biology through OSEs is more for convergers and assimilators. In chemistry backing from OSEs is more for converger girls. Girls with divergent or accommodating styles are able to some extent compensate their disadvantage in physics through their OSEs. The findings further highlight the significance of relating science topics with life experiences, in consideration of student learning styles. The findings indicate the ways for curricula to avoid gender stereotyping of the topics by pointing to examples, illustrations, assignments and the like that apply equally for boys and girls. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01