Выходит 6 номеров в год
ISSN Печать: 1072-8325
ISSN Онлайн: 1940-431X
Indexed in
THE EFFECT OF INQUIRY ACTIVITIES ON ELEMENTARY STUDENTS' ENJOYMENT, EASE, AND CONFIDENCE IN DOING SCIENCE: AN ANALYSIS BY SEX AND RACE
Краткое описание
The study reported here assessed changes in elementary students' enjoyment, ease, and confidence in doing science. Responses were gathered before and after students participated in inquiry activities concerning electricity. All responses were analyzed by sex and race. Participation in inquiry activities increased both African-American and Caucasian girls' enjoyment of electricity topics, thereby decreasing the difference between boys' and girls' responses. However, regardless of the inquiry experience, Caucasian girls expressed less self-confidence in their scientific ability and found the electricity topic to be more difficult than did African-American girls or boys in both racial groups. Although all students indicated equally high confidence in their ability to be an electrician after the inquiry activities, boys continued to express sex-role stereotypic views of that career.
-
Damnjanovic Arta, Attitudes Toward Inquiry-Based Teaching: Differences Between Preservice and In-service Teachers, School Science and Mathematics, 99, 2, 1999. Crossref
-
Ates S, Cataloglu E, The effects of students' reasoning abilities on conceptual understandings and problem-solving skills in introductory mechanics, European Journal of Physics, 28, 6, 2007. Crossref
-
Kim Hanna, Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students, Journal of Science Education and Technology, 25, 2, 2016. Crossref
-
Ates Salih, Cataloglu Erdat, The effects of students' cognitive styles on conceptual understandings and problem‐solving skills in introductory mechanics, Research in Science & Technological Education, 25, 2, 2007. Crossref
-
Cook Samuel A., Borkovitz Debra K., Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry‐Based Philosophy, PRIMUS, 27, 1, 2017. Crossref
-
Marshall Jill A., Dorward James T., Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students, American Journal of Physics, 68, S1, 2000. Crossref
-
Baker Dale Rose, Equity Issues in Science Education, in Understanding Girls, 2016. Crossref
-
Sorge Carmen, Newsom Horton E., Hagerty Justin J., Fun is Not Enough: Attitudes of Hispanic Middle School Students toward Science and Scientists, Hispanic Journal of Behavioral Sciences, 22, 3, 2000. Crossref
-
Castillo Ramón D., Waltzer Talia, Kloos Heidi, Hands-on experience can lead to systematic mistakes: A study on adults’ understanding of sinking objects, Cognitive Research: Principles and Implications, 2, 1, 2017. Crossref
-
Baker Dale R., Equity Issues in Science Education, in International Handbook of Science Education, 1998. Crossref
-
Ates Salih, The effectiveness of the learning‐cycle method on teaching DC circuits to prospective female and male science teachers, Research in Science & Technological Education, 23, 2, 2005. Crossref
-
Rennie Léonie J., Parker Lesley H., Kahle Jane Butler, Informing Teaching and Research in Science Education Through Gender Equity Initiatives, in Gender, Science and Mathematics, 1996. Crossref
-
VanLeuvan Patricia, Young Women's Science/Mathematics Career Goals From Seventh Grade to High School Graduation, The Journal of Educational Research, 97, 5, 2004. Crossref
-
Battey Daniel, Kafai Yasmin, Nixon Althea Scott, Kao Linda, Professional Development for Teachers on Gender Equity in the Sciences: Initiating the Conversation, Teachers College Record: The Voice of Scholarship in Education, 109, 1, 2007. Crossref