How Partner Gender Influences Female Students' Problem Solving in Physics Education

Autor/inn/en	Ding, N.; Harskamp, E.
Titel	How Partner Gender Influences Female Students' Problem Solving in Physics Education
Quelle	In: Journal of Science Education and Technology, 15 (2006) 5-6, S.331-343 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-006-9021-7
Schlagwörter	Academic Achievement; Interaction; Problem Solving; Cooperative Learning; Gender Differences; High School Students; Physics; Foreign Countries; Pretests Posttests; Science Education; Comparative Analysis; Interpersonal Communication; China (Shanghai) + Suchen Sie Ihr Suchwort? Schulleistung; Interaktion; Problemlösen; Kooperatives Lernen; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Physik; Ausland; Naturwissenschaftliche Bildung; Interpersonale Kommunikation
Abstract	Research has shown that female students cannot profit as much as male students can from cooperative learning in physics, especially in mixed-gender dyads. This study has explored the influence of partner gender on female students' learning achievement, interaction and the problem-solving process during cooperative learning. In Shanghai, a total of 50 students (26 females and 24 males), drawn from two classes of a high school, took part in the study. Students were randomly paired, and there were three research groups: mixed-gender dyads (MG), female-female dyads (FF) and male-male dyads (MM). Analysis of students' pre- and post-test performances revealed that female students in the single-gender condition solved physics problems more effectively than did those in the mixed-gender condition, while the same was not the case for male students. We further explored the differences between female and male communication styles, and content among the three research groups. It showed that the females' interaction content and problem-solving processes were more sensitive to partner gender than were those for males. This might explain why mixed-gender cooperation in physics disadvantages females in high schools. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10