Gendered Science Practice at Secondary School and Its Effects on Science Motivations

Autor/in	Kang, Jingoo
Titel	Gendered Science Practice at Secondary School and Its Effects on Science Motivations
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 6, S.1725-1747 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kang, Jingoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10325-y
Schlagwörter	Gender Bias; Science Education; Secondary School Science; Student Motivation; Active Learning; Inquiry; STEM Education; Foreign Countries; Equal Education; Academic Achievement; Finland + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Naturwissenschaftliche Bildung; Schulische Motivation; Aktives Lernen; STEM; Ausland; Schulleistung; Finnland
Abstract	This study explores the effects of gendered inquiry-based learning (IBL) practices on other science learning experiences and motivations including STEM (Science, Technology, Engineering, and Mathematics) career aspirations. For this, PISA 2015 data representing the Finnish 15-year-old student population has been selected and analyzed by multiple group structural equation modeling. According to the results, while girls and boys perceived a similar frequency of conducting IBL at school as a student, boys were more aware that students were allowed to conduct high autonomous IBL activities such as designing their own experiments. Also, boys expressed that they got more feedback from their teachers, and it was moderately related to the IBL engagement. Moreover, the result showed that while boys perceived more IBL experiences, the efficacy of the IBL activities was higher for girls since the relationship between IBL and science motivations was stronger for girls compared to boys. Lastly, this study found that a teacher was more prone to undervalue girls' science performance than boys during IBL. Based on the findings, this study argues that school IBL practices could be a good source for examining gender equity in science education. Also, the findings recommend gender-inclusive science practices at school in order to increase girls' interest in STEM careers and to enhance the effects of IBL on students' science achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01