Teachers Respond Functionally to Student Gender Differences in a Technology Course

Autor/inn/en	Voyles, Martha M.; Fossum, Tim; Haller, Susan
Titel	Teachers Respond Functionally to Student Gender Differences in a Technology Course
Quelle	In: Journal of Research in Science Teaching, 45 (2008) 3, S.322-345 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20239
Schlagwörter	Student Attitudes; Science Instruction; Females; Interviews; Questionnaires; Volunteers; Gender Differences; Grade 4; Grade 5; Grade 6; Toys; Construction Materials; Construction (Process); Robotics; Teacher Student Relationship; Technical Education; Sex Fairness; Single Sex Classes; Computer Science Education; Science and Society + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Weibliches Geschlecht; Interviewing; Interviewtechnik; Fragebogen; Freiwilliger; Geschlechterkonflikt; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Toy; Spielzeug; Baumaterial; Konstruktionsmittel; Aufbau; Konstruktion; Robotertechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Technikunterricht; Sexualaufklärung; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Computer science lessons; Informatikunterricht
Abstract	This study examines teacher-student interactions and selected student gender differences with volunteer boys and recruited girls in a technology class. The participants were teachers and triads of girls and boys in single-gender sections of a technology course where the students built, designed features for, and programmed Lego robots. We analyzed transcripts of videotapes of instruction; teacher, parent, and student interviews; student questionnaires; and final programs. Girls and boys differed in a number of ways, and teachers explained their differing interactions with boys and girls as functional responses to those differences. At the end of the course, volunteer boys and recruited girls did not differ in achievement or interest in the course. (Contains 5 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10