It has been said that women ought to like science courses that are hands-on, collaborative, and afford a high degree of personal attention. In this article we examine this assumption by considering some women's responses to Workshop Physicsâ??a calculus-based introductory course sequence in which lectures are abandoned in favor of activity-based collaborative work enhanced by the use of integrated computer tools. Early in the development of the Workshop curriculum an attitude survey revealed that pre-medical junior and senior women were more negative about their experience than either their male counterparts or freshmen and sophomore students. We explored reasons for this phenomenon by interviewing a group of women who had enrolled in Workshop Physics courses.


  • Education > General

Education Levels:

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


NSDL,Active Learning,gender issues,Education Foundations,Undergraduate (Lower Division),Physics Education Research,General Physics,Social Sciences,Graduate/Professional,Societal Issues,psychology,activity-based work,Gender Issues,Higher Education,Undergraduate (Upper Division),oai:nsdl.org:2200/20061003065207938T,Physics,educational courses,Education Practices,NSDL_SetSpec_439869,collaborative work,Education,physics,Cooperative Learning



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