Publication de 6 numéros par an
ISSN Imprimer: 1072-8325
ISSN En ligne: 1940-431X
Indexed in
CLOSING THE GENDER GAP IN STUDENT CONFIDENCE: RESULTS FROM A UNIVERSITY OF ARKANSAS PHYSICS CLASS
RÉSUMÉ
It is agreed that an increasing level of technical literacy will be needed to maintain the society of the future. A lower level of technical literacy for women and minorities translates into a perpetuating economic disadvantage for them and for our country. The question then becomes how to best include and educate this workforce. In this study, women's and men's perceptions of and confidence in an experimental physics class at the University of Arkansas, Fayetteville, are compared. The class is a National Science Foundation sponsored CCD project that does not address women specifically, but attempts to improve the educational experience for all students. The results presented indicate that women make statistically significant gains in confidence and attitude toward science in the experimental course when compared to a traditional course. "Statistically significant" gain is taken to mean that a statistically significant gap between men and women favoring the men was reduced to a statistically insignificant gap or that a statistically insignificant gap between the men and the women became a statistically significant advantage to the women.
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Kelly Angela M., Social cognitive perspective of gender disparities in undergraduate physics, Physical Review Physics Education Research, 12, 2, 2016. Crossref