Enseñanza de las ciencias : revista de investigación y experiencias didácticas
| Autor: | Yolanda Postigo, Ángeles Sanz, María del Puy Pérez Echeverría |
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| Přispěvatelé: | UAM. Departamento de Psicología Básica |
| Rok vydání: | 2021 |
| Předmět: | |
| Zdroj: | Recercat: Dipósit de la Recerca de Catalunya Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) Dipòsit Digital de Documents de la UAB Universitat Autònoma de Barcelona Redined, Red de Información Educativa Ministerio de Educación, Cultura y Deporte (MECD) Biblos-e Archivo. Repositorio Institucional de la UAM instname Enseñanza de las ciencias: revista de investigación y experiencias didácticas; 1999: Vol.: 17 Núm.: 2; p. 247-258 Enseñanza de las Ciencias: revista de investigación y experiencias didácticas; 1999: Vol.: 17 Núm.: 2; p. 247-258 Recercat. Dipósit de la Recerca de Catalunya |
| Popis: | This paper analyses the possible differences between Spanish secondary-school students (girls and boys) in solving mathematical and chemical tasks including relevant concepts and procedures from the curriculum in both areas. We study the effects of different variables on performances such as age and instruction level of subjects and the content and type of task. We also examine the relationship between the performance of boys and girls in chemical and mathematical tasks and their cognitive (Field Dependence/Independence) and attributional styles. We present the tasks to four groups: 13 and 15 year old adolescents, 17 year old adolescents without chemical training and 17 year old adolescents with chemical training. Within each group, half of the subjects were boys and half were girls. The results show differences in performance between boys and girls in solving mathematical and chemical tasks. In general, male performance is higher than female performance. However, these differences are not uniform: they change with age and type of instruction and with the content ant type of task. On the other hand, the data show no differences between boys and girls and cognitive style (Field Dependence/Independence). Likewise, the results reveal sex differences in attributional styles, although they are not correlated with the performance Este trabajo ha sido posible gracias a la concesión de una ayuda del Instituto de la Mujer a un proyecto de investigación dirigido por la tercera autora y a un proyecto DIGICYT (PB 94-0188) dirigido por J.I. Pozo |
| Databáze: | OpenAIRE |
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