Gender differences in science‐lesson behaviours

Autor:	R. G. Hacker
Rok vydání:	1991
Předmět:	Science instruction Secondary education Differential treatment Discourse analysis education Mathematics education Set (psychology) Science education Education Developmental psychology
Zdroj:	International Journal of Science Education. 13:439-445
ISSN:	1464-5289 0950-0693
DOI:	10.1080/0950069910130407
Popis:	A study of the interactions of girls and boys in co‐educational, secondary‐school science lessons is described. One hundred and forty four lessons taught by 12 teachers were recorded and analysed. A few differences in frequencies of behaviours in favour of girls were reported, with girls more likely to initiate verbal interactions in the classroom. Effect sizes for these differences were small. The study did not support the hypothesis that gender differences in science achievement in favour of boys result from differential treatment of boys and girls during science lessons. A set of basic criteria which characterize an acceptable research study in the field of gender and science classroom processes was derived. It is suggested that studies should meet these criteria before they are included in meta‐analyses.
Databáze:	OpenAIRE
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