Related papers: Exploring gender differences in the Force Concept …
Research on the test structure of the Force Concept Inventory (FCI) has largely ignored gender, and research on FCI gender effects (often reported as "gender gaps") has seldom interrogated the structure of the test. These rarely-crossed…
We review the literature on the gender gap on concept inventories in physics. Across studies of the most commonly used mechanics concept inventories, the Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation (FMCE), mens…
Several prior studies in introductory physics have found a gender gap on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students performing better…
We extend on previous research on the Force Concept Inventory (FCI) given to first year classical mechanics students (N=66 students, over four years) pre and post score, for students on an international (global) course at Osaka University.…
Many prior studies have found a gender gap between male and female students' performance on conceptual assessments such as the Force Concept Inventory (FCI) and the Conceptual Survey of Electricity and Magnetism (CSEM) with male students…
The observed performance difference between women and men on assessments in physics---the "gender gap"---is a significant and persistent inequity which has broad implications for the participation of women in physics. Research also shows…
A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be…
We present results of a combined study from three UK universities where we investigate the existence and persistence of a performance gender gap in conceptual understanding of Newtonian mechanics. Using the Force Concept Inventory, we find…
The Force Concept Inventory (FCI) was developed by Hestenes, Wells and Swackhamer, in order to assess student understanding of the concept of force. FCI has been used for over 20 years and in different countries. When applying the inventory…
The Force Concept Inventory (FCI) has been widely used to assess student understanding of introductory mechanics concepts by a variety of educators and physics education researchers. One reason for this extensive use is that many of the…
Investigating student learning and understanding of conceptual physics is a primary research area within Physics Education Research (PER). Multiple quantitative methods have been employed to analyze commonly used mechanics conceptual…
The Force Concept Inventory (FCI) has been widely used to assess student understanding of introductory mechanics concepts by educators and physics education researchers. Many of the items on the FCI have strong distractor choices…
The Force Concept Inventory (FCI) can be used as an assessment tool to measure conceptual gains in a cohort of students. The FCI uses a conceptions/"misconceptions" lens rather than a context dependent perspective, such as…
The Force Concept Inventory (FCI) is a well-established physics education assessment tool used to evaluate students' comprehension of elementary mechanics principles. While it can be used to analyse the effectiveness of instruction if…
Studies examining gender differences in introductory physics show a consensus when it comes to a gender gap on conceptual assessments; however, the story is not as clear when it comes to differences in gendered performance on exams. This…
The performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI). Results from two different curricula were compared: a…
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…
Item Response Theory (IRT) is a popular assessment method used in education measurement, which builds on an assumption of a probability framework connecting students' innate ability and their actual performances on test items. The model…
This study investigates how Learning Assistants (LAs) and related course features are associated with inequities in student learning in introductory university physics courses. 2,868 physics students' paired pre- and post-test scores on…
Analysis of institutional data for physics majors showing predictive relationships between required mathematics and physics courses in various years is important for contemplating how the courses build on each other and whether there is…