Single-Sex Teaching and Achievement in Science. Research Report

Autor/inn/en	Robinson, W. P.; Gillibrand, E.
Titel	Single-Sex Teaching and Achievement in Science. Research Report
Quelle	In: International Journal of Science Education, 26 (2004) 6, S.659-675 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Quantitative Daten; Science Instruction; Foreign Countries; Secondary Education; Gender Differences; Student Attitudes; Single Sex Classes; Science Achievement; Classroom Environment + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Sekundarbereich; Geschlechterkonflikt; Schülerverhalten; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Klassenklima; Unterrichtsklima
Abstract	The primary purpose was to investigate the efficacy of a full year of single-sex (SS) teaching of science. The secondary aims were to locate any differentiation by set and gender, and to relate these to more proximal variables. Participants were 13 year olds. Higher set girls gave evidence of clear benefits overall, and higher set boys also, except in biology. Lower set pupils performed at or below expectations. Analyses of additional questionnaire and interview data pointed to further reasons for avoiding the making of unqualified generalizations about SS teaching. Pupil preferences for SS teaching were relevant, as were gender differences in attitudes to biology and physics. Qualitative data suggested higher set girls benefited from more learningrelated classroom interaction and less interference and exploitation of girls by boys in SS classes. Lower set pupils complained that SS teaching deprived them of social interaction with the other sex. The concluding suggestion was that SS teaching offers affordances of benefits when mixed-sex teaching has specifiable disadvantages. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10