相关论文: Gender gap and polarisation of physics on global c…
Since October 2010, the Chemistry-Biology Combined Major Program (CBCMP), an international course taught in English at Osaka University, has been teaching small classes (no more than 20 in size). We present data from the Force Concept…
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…
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…
The force concept inventory (FCI) is one of the research-based assessments (RBAs) established by the physics education research (PER) community to measure students' understanding of Newtonian mechanics. Former works have often recorded the…
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…
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…
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…
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 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…
Evidence is presented that offering introductory physics courses with an explicit focus on mastery can reduce the gender gap to zero. Taken together with a previous study showing that a concepts-first course may zero out another demographic…
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…
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…
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…
Societal stereotypes and biases pertaining to who belongs in physics and who can excel in physics can impact motivational beliefs, e.g., of women and racial and ethnic minority students in physics courses. This study investigates how the…
The persistent underrepresentation of women and other gender minorities in physical science fields has been an ongoing concern. This study investigates gender dynamics in introductory physics laboratory courses, focusing on whether students…
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…
A recent paper by Salehi et al. claims that the differences found between major demographic groups on scores in introductory college physics tests are due to differences in pre-college preparation. No evidence is produced, however, to show…
The lack of diversity and the under-performance of underrepresented students in STEM courses have been the focus of researchers in the last decade. In particular, many hypotheses have been put forth for the reasons for the…
We discuss the development of a research-based conceptual multiple-choice survey related to magnetism. We also discuss the use of the survey to investigate gender differences in students' difficulties with concepts related to magnetism. We…
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…