Literaturnachweis - Detailanzeige
| Autor/inn/en | Aguillon, Stepfanie M.; Siegmund, Gregor-Fausto; Petipas, Renee H.; Drake, Abby Grace; Cotner, Sehoya; Ballen, Cissy J. |
|---|---|
| Titel | Gender Differences in Student Participation in an Active-Learning Classroom |
| Quelle | In: CBE - Life Sciences Education, 19 (2020) 2, Artikel 12 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1931-7913 |
| DOI | 10.1187/cbe.19-03-0048 |
| Schlagwörter | Gender Differences; Active Learning; Student Participation; College Students; College Science; Grades (Scholastic); Self Efficacy; STEM Education; Teaching Methods; Interaction; Student Attitudes; Gender Issues; Biology |
| Abstract | Overwhelming evidence demonstrating the benefits of active-learning pedagogy has led to a shift in teaching that requires students to interact more in the classroom. To date, few studies have assessed whether there are gender-specific differences in participation in active-learning science, technology, engineering, and mathematics (STEM) courses, and fewer have looked across different types of classroom participation. Over two semesters, we observed an introductory biology course at a large research-intensive university and categorized student participation into seven distinct categories to identify gender gaps in participation. Additionally, we collected student grades and administered a postcourse survey that gauged student scientific self-efficacy and salience of gender identity. We found that men participated more than expected based on the class composition in most participation categories. In particular, men were strongly over-represented in voluntary responses after small-group discussions across both semesters. Women in the course reported lower scientific self-efficacy and greater salience of gender identity. Our results suggest that active learning in itself is not a panacea for STEM equity; rather, to maximize the benefits of active-learning pedagogy, instructors should make a concerted effort to use teaching strategies that are inclusive and encourage equitable participation by all students. (As Provided). |
| Anmerkungen | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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