Evaluating the Role of Student Preference in Physics Lab Group Equity

Autor/inn/en	Holmes, N. G.; Heath, Grace; Hubenig, Katelynn; Jeon, Sophia; Kalender, Z. Yasemin; Stump, Emily; Sayre, Eleanor C.
Titel	Evaluating the Role of Student Preference in Physics Lab Group Equity
Quelle	In: Physical Review Physics Education Research, 18 (2022) 1, Artikel 010106 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmes, N. G.) ORCID (Heath, Grace) ORCID (Stump, Emily) ORCID (Sayre, Eleanor C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Science Laboratories; Gender Differences; Preferences; Group Dynamics; Equal Education; Student Participation; Undergraduate Students; College Science; Mechanics (Physics); Student Role; New York + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geschlechterkonflikt; Gruppendynamik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mechanik
Abstract	Physics education research is replete with observations and proposed explanations for gender disparities in physics. In this work, we operationalize a definition for equity as everyone has access to the learning environment and everyone's voice is heard (adapted from previous definitions). We review prior research that observed inequities in physics lab group work and evaluate the degree to which these inequities may arise from student preferences. Regarding access to the learning environment, we find that men and women have similar preferences for experimentation roles, though women generally preferred sharing, rather than dividing or rotating, roles. Regarding everyone's voice being heard, we find that students prefer when no single student takes charge, though many preferred that students take turns leading the group, with no significant differences between men's and women's preferences. We also find no significant differences in men's and women's preferences for the gender composition of their group. We conclude that the observed inequities are not explained by student preference and explore implications for instruction and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01