Scientific Attitudes: Gender Differences, Impact on Physics Scores and Choices to Study Physics at Higher Levels among Pre-College STEM Students

Autor/inn/en	Khan, Moheeta; Abid Siddiqui, Mohd; Malone, Kathy L.
Titel	Scientific Attitudes: Gender Differences, Impact on Physics Scores and Choices to Study Physics at Higher Levels among Pre-College STEM Students
Quelle	In: International Journal of Science Education, 44 (2022) 11, S.1816-1839 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khan, Moheeta) ORCID (Malone, Kathy L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2097331
Schlagwörter	Gender Differences; Physics; Student Attitudes; STEM Education; High School Students; Foreign Countries; Student Characteristics; Scientific Attitudes; Scores; College Science; India + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Physik; Schülerverhalten; STEM; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Indien
Abstract	Scholars have suggested that student non-cognitive factors, such as attitudes, have contributed to the gender gap in STEM. Gender has been under investigation for students' attitudes towards science/physics, but student scientific attitudes (SA) have meagre exploration. This study examined the relationships between gender, SA (in terms of rationality, open-mindedness, confidence in the scientific method, curiosity, and aversion to superstition), physics scores (PS), and students who chose to study college physics. The study involved 641 K12 pre-college STEM students in India. The results revealed that girls have lower PS and SA scores than boys. The PS and SA have a strong correlation for girls compared to boys. SA accounts for 34.8% of the variation in PS for girls and 18.1% for boys, including a further higher contribution from students' aversion to superstitions than other SA under study. We consider that the students' socio-cultural dynamics might have influenced these results. SA also impact students' choice to study physics after K12, though gender is not a factor. Our study supports SA as another important aspect towards achieving gender parity in STEM learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01