Type:

Other

Description:

Previous research [Lorenzo et al., Am. J. Phys. 74, 118 (2006)] demonstrated that the difference in performance between male and female students can be reduced and even eliminated, in consistent fashion, by using interactive engagement techniques in the introductory physics classroom. The present paper describes similar studies in a different, large research university and finds that the use of interactive engagement techniques does not necessarily reduce the gender gap. Furthermore, in the environments studied, there is a gap in learning gains between male and female students (p

Subjects:

  • Education > General

Education Levels:

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

Keywords:

interactive engagement,NSDL,Gender Issues,Education Foundations,Undergraduate (Lower Division),Physics Education Research,General Physics,Social Sciences,Graduate/Professional,Societal Issues,Life Science,gender gap,Sample Population,Gender: Male,Higher Education,Gender: Female,Pedagogy,Physics,oai:nsdl.org:2200/20081005192137222T,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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