Impact of Scaffolding and Question Structure on the Gender Gap

Autor/inn/en	Dawkins, Hillary; Hedgeland, Holly; Jordan, Sally
Titel	Impact of Scaffolding and Question Structure on the Gender Gap
Quelle	In: Physical Review Physics Education Research, 13 (2017) 2, S.020117-1 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Foreign Countries; Open Universities; Gender Bias; Gender Differences; Scaffolding (Teaching Technique); Undergraduate Students; College Science; Physics; Statistical Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Offene Universität; Geschlechterstereotyp; Geschlechterkonflikt; Physik; Statistische Analyse; Großbritannien
Abstract	We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that scaffolding may preferentially benefit female students, and we present some alternative conclusions surrounding this hypothesis. By taking both student attainment level and the degree of question scaffolding into account, we identify questions that exhibit real bias in favor of male students. We find that both multidimensional context and use of diagrams are common elements of such questions. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01