Related papers: Gender response to Einsteinian physics interventio…
The existence of gender differences in student performance on conceptual assessments and their responses to attitudinal assessments has been repeatedly demonstrated. This difference is often present in students' preinstruction responses and…
Students' beliefs about the extent to which meaningful others, including their peers, recognize them as a strong science student are correlated with their persistence in science courses and careers. Yet, prior work has found a gender bias…
The introduction of active learning into physics education at the university level may be crucial for improved learning outcomes. In UNIST (Ulsan National Institute of Science and Technology), introductory physics has been redesigned to…
The article focuses on the differences in mathematics performance between girls and boys visible from the first four months of compulsory schooling in the French education system. The influence of gender stereotypes in the evaluation…
Early exposure to Computer Science (CS) for all is critical to broaden participation and promote equity in the field. But how does introducting CS into primary school curricula impact learning, perception, and gaps between groups of…
Perceptions of disciplinary recognition and identity can be shaped by various forms of feedback and experiences. Here we focus on the potential effects of course grades on the perceievd recognition and physics identity of students. We…
This study investigates how an urban, high school physics class responded to the inclusion of a classroom set of iPads and associated applications, such as screencasting. The participatory roles of students and the expressions of their…
The Einstein-First project approaches the teaching of Einsteinian physics through the use of physical models and analogies. This paper presents an approach to the teaching of quantum physics which begins by emphasising the particle-nature…
Creating equitable performance outcomes among students is a focus of many instructors and researchers. One focus of this effort is examining disparities in physics student performance across genders, which is a well-established problem.…
Studying quantum physics in upper secondary school is now a standard practice (Stadermann et al., 2019). But given the context of science education, with low recruitment numbers in higher education and poor attitudes towards science, it…
Most introductory quantum physics instructors would agree that transitioning students from classical to quantum thinking is an important learning goal, but may disagree on whether or how this can be accomplished. Although (and perhaps…
This study offers new insights into students' interest in computer science (CS) education by disentangling the distinct effects of age and gender across a diverse adolescent sample. Grounded in the person-object theory of interest (POI), we…
Most STEM students experience the introductory physics sequence in large-enrollment (N $\gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to…
Previous research has suggested that changing the percentage of the course grade associated with exam grades in STEM courses can change the gender gap in the course. It has also been shown that assessments with the highest stakes have the…
Students face diverse pathways as they journey through undergraduate study. The analysis of student course records can untangle common patterns in course progression, and identify group trends in student outcomes. The current work examines…
Prior research suggests that using evidence-based pedagogies can not only improve learning for all students, it can also reduce the gender gap. We describe the impact of physics education research based pedagogical techniques in flipped and…
We have investigated the difference in persistence between male and female students while taking undergraduatephysics courses. To quantify the persistence of a certain group of students, we have defined 'persistence index' as the inverseof…
Researchers have pinpointed recognition from others as one of the most important dimensions of students' science and engineering identity. Studies, however, have found gender biases in students' recognition of their peers, with inconsistent…
Using 6 years of evaluation data we assess the medium- and long-term impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based in cutting-edge space…
Gaining recognition as a physics person by peers is an important contributor to undergraduate students' physics identity and their success in physics courses. Previous research has separately demonstrated that women perceive less…