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Reducing the gender gap in the physics classroom
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10.1119/1.2162549
/content/aapt/journal/ajp/74/2/10.1119/1.2162549
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/74/2/10.1119/1.2162549

Figures

Image of Fig. 1.
Fig. 1.

Effect of instructional approach on the gender gap in student performance on the Force Concept Inventory test for introductory calculus-based physics course at Harvard University; Symbols: M (male), F (female); pre (before instruction), post (after instruction); T (traditional), IE1 (partially interactive), and IE2 (fully interactive teaching approach). The posttest gender gap in the IE2 group is not statistically significant.

Image of Fig. 2.
Fig. 2.

Effect of the instructional approach on the normalized pre- to posttest gain on the Force Concept Inventory test for introductory calculus-based physics course at Harvard University. Because no pretest was administered in the T course, the average pretest from all IE courses is used as the T pretest.

Image of Fig. 3.
Fig. 3.

Effect of instructional approach on the percentage of students with (upper panel) low and (lower panel) high scores on the Force Concept Inventory test for introductory calculus-based physics course at Harvard University. For the IE2 group the difference in percentage between high-scoring males and females is not statistically significant.

Tables

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Table I.

Classification of the courses studied according to the teaching approach used in the lectures and in the sections; T (traditional), IE1 (partially interactive), and IE2 (fully interactive).

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Table II.

Force Concept Inventory data for the introductory calculus-based physics course at Harvard University; is the number of males (females); equals the average pretest score for males (females); and equals the average posttest score for males (females). The numbers in parentheses represent the standard deviation in the reported values. equals the gender gap before (after) instruction. All data reported to two significant figures. Values marked with an asterisk are not statistically significant.

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/content/aapt/journal/ajp/74/2/10.1119/1.2162549
2006-02-01
2014-04-17
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752b84549af89a08dbdd7fdb8b9568b5 journal.articlezxybnytfddd
Scitation: Reducing the gender gap in the physics classroom
http://aip.metastore.ingenta.com/content/aapt/journal/ajp/74/2/10.1119/1.2162549
10.1119/1.2162549
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