Type:

Other

Description:

The reasons for observed differences in physics performance between men and women have yet to be clearly determined. This study asks the question: if men and women have a similar background at the start of an introductory physics course, will there be differences in how much physics they learn by the end of the course? To answer the question, a matched sample of men and women was studied. Statistical analysis of the post-tests reveals no significant differences between the men and women in the matched sample.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

NSDL,Gender Issues,Education Foundations,Undergraduate (Lower Division),Ecology, Forestry and Agriculture,science and society,problem solving,Physics Education Research,General Physics,Social Sciences,Graduate/Professional,Societal Issues,Life Science,Higher Education,Undergraduate (Upper Division),PERC 2003,Physics,cognition,human factors,educational courses,oai:nsdl.org:2200/20061003063342914T,NSDL_SetSpec_439869,physics education research,Education,Geoscience,educational institutions

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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