Elsevier

Learning and Instruction

Volume 12, Issue 4, August 2002, Pages 447-465
Learning and Instruction

Promoting girls' interest and achievement in physics classes for beginners

https://doi.org/10.1016/S0959-4752(01)00010-XGet rights and content

Abstract

Particularly in the so called “hard” science subjects the supposedly equal treatment offered by coeducation in schools proves to be, on closer inspection, an extremely subtle form of unequal treatment. The syllabus and the modes of behavior of both male and female teachers are mainly influenced by the interests, knowledge and abilities of the boys.

Based on empirical findings an intervention project aimed at giving girls a better chance in science was carried out focusing on the initial courses of physics in secondary level I (grade 7). Three aspects of innovation were involved: (1) development of new teaching units and materials based on empirical results on the specific interests and experiences of girls; (2) development of strategies to check ones' own (teacher's) classroom behavior; and, (3) alternating single sex with coeducational teaching vs. coeducational teaching only. The effects of the intervention measures are evaluated in a longitudinal design. Gender specific differences in interest and achievement in physics will be discussed depending on personality characteristics and classroom characteristics as well as the developed curriculum and its motivational impact.

Section snippets

Students' interest in physics

In our context, interest in physics is seen as a psychological construct and is understood as the relation of a student to physical matters. This relation is defined among other things by the knowledge a student has in the field; his or her physics-related self-concept, experience of competence, and self-determined engagement; and various emotional and affective components (cf. Renninger, 1992). It is assumed that interest emerges from an individual's interaction with his or her environment (

An intervention project

The intervention project focused on the initial courses in junior high schools (our Gymnasium), e.g. grade seven. Six schools in northern Germany with 6 physics teachers (3 female; 3 male) and 12 classes (150 girls; 139 boys) took part in the intervention project. Another two schools with 7 classes (103 girls; 64 boys) and 6 teachers (1 female; 5 male) were involved as the control group.

Results

In order to evaluate the effects of the intervention program on students' interests in physics and different personal characteristics, pre- and post-test questionnaires were given at the beginning and the end of the school year to all students in the experimental groups and in the control group as well as in the follow up study.

Discussion

Our results clearly show that introductory physics instruction oriented to girls' and boys' interests instead of the traditional physics lessons leads to significantly better learning achievements for both. For boys the interest oriented introductory physics lessons also have a positive influence on achievement in the following traditional lessons in grade 8. For girls this positive effect can only be observed when the interest oriented physics lessons are combined with partial single-sex

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