Document Type

Article

Publication Date

5-4-2012

Abstract

Gender differences in student learning in the introductory, calculus-based electricity and magnetism course were assessed by administering the Conceptual Survey of Electricity and Magnetism pre- and postcourse. As expected, male students outgained females in traditionally taught sections as well as sections that incorporated interactive engagement (IE) techniques. In two of the IE course sections, however, the gains of female students were comparable to those of male students. Classroom observations of the course sections involved were made over an extended period. In this paper, we characterize the observed instructor-student interactions using a framework from educational psychology referred to as wise schooling. Results suggest that instructor practices affect differential learning, and that wise schooling techniques may constitute an effective strategy for promoting gender equity in the physics classroom.

Publication Title

Physical Review Special Topics – Physics Education Research

Volume

81

Issue

1

DOI

10.1103/PhysRevSTPER.8.010120

Required Publisher's Statement

2012 Copyright. American Physical Society

DOI: http://dx.doi.org/10.1103/PhysRevSTPER.8.010120

Subjects - Topical (LCSH)

Physics--Study and teaching; Educational equalization--United States--Case studies; Gender identity--Study and teaching; Research--Study and teaching (Higher)

Geographic Coverage

United States

Genre/Form

articles

Type

Text

Language

English

Format

application/pdf

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Included in

Physics Commons

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