Supporting Girls' Motivation in Science: A Study of Peer- and Self-Assessment in a Girls-Only Class

Autor/inn/en	Johnson, Nadine; Winterbottom, Mark
Titel	Supporting Girls' Motivation in Science: A Study of Peer- and Self-Assessment in a Girls-Only Class
Quelle	In: Educational Studies, 37 (2011) 4, S.391-403 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Student Attitudes; Females; Learning Strategies; Program Effectiveness; Teaching Methods; Peer Evaluation; Self Evaluation (Individuals); Questionnaires; Interviews; Classroom Observation Techniques; Transcripts (Written Records); Single Sex Classes; Motivation Techniques; Self Efficacy; Learning Motivation; Science Interests + Suchen Sie Ihr Suchwort? Schülerverhalten; Weibliches Geschlecht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Interviewing; Interviewtechnik; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule; Motivationsförderung; Self-efficacy; Selbstwirksamkeit; Motivation for studies; Lernmotivation
Abstract	This study examines how the use of self- and peer-assessment within a girls-only biology class can support students' motivation. The study took place over 22 weeks in a rural comprehensive school, and the participants were girls between 15 and 16 years of age. Data included questionnaires, semi-structured interviews, notes from lesson observations and video-transcripts of peer-assessment episodes. Data analysis suggests that girls' motivation may be supported, both by being taught in a single-sex group and by employing assessment for learning techniques. However, such benefits were not ubiquitous and may have been negated by examination anxiety, inadequate time to adapt to assessment for learning strategies, limited negative effects of single-sex teaching on learning, the way in which the single-sex class was created and some girls' resilient conceptions of science being a masculine subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10