Type:

Other

Description:

We investigate if the gender gap in conceptual understanding in an introductory university physics course can be reduced by using interactive engagement methods that promote in-class interaction, reduce competition, foster collaboration, and emphasize conceptual understanding. To this end we analyzed data from the introductory calculus-based physics course for non-majors at Harvard University taught traditionally or using different degrees of interactive engagement. Our results show that teaching with certain interactive strategies not only yields significantly increased understanding for both males and females, but also reduces the gender gap. In the most interactively taught courses, the pre-instruction gender gap was gone by the end of the semester.

Subjects:

  • Education > General
  • Mathematics > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

interactive engagement,oai:nsdl.org:2200/20081005195244724T,Gender Issues,Education Foundations,Undergraduate (Lower Division),Mathematics,Physics Education Research,General Physics,Social Sciences,Graduate/Professional,NSDL,Societal Issues,Life Science,gender gap,Sample Population,calculus,Gender: Male,Higher Education,Gender: Female,teaching,Pedagogy,Physics,physics education,educational courses,Education Practices,NSDL_SetSpec_439869,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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