Gender-Fair Assessment of Young Gifted Students' Scientific Thinking Skills

Autor/inn/en	Dori, Y. J.; Zohar, A.; Fischer-Shachor, D.; Kohan-Mass, J.; Carmi, M.
Titel	Gender-Fair Assessment of Young Gifted Students' Scientific Thinking Skills
Quelle	In: International Journal of Science Education, 40 (2018) 6, S.595-620 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1431419
Schlagwörter	Sex Fairness; Females; Gifted; Thinking Skills; Science Instruction; Elementary School Students; Standardized Tests; Admission Criteria; Gender Differences; Questionnaires; Affirmative Action; Metacognition; Student Attitudes; Graphs; Personal Narratives; Evaluation Criteria; Identification; Foreign Countries; Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Sexualaufklärung; Weibliches Geschlecht; Begabter, Hoch Begabter; Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standadised tests; Standardisierter Test; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Geschlechterkonflikt; Fragebogen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Grafische Darstellung; Erlebniserzählung; Identifikation; Identifizierung; Ausland; Statistische Analyse
Abstract	This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students' scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students' responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students' scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students' scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01