Christine Ofner has this summary written
gender homogeneous learning groups in physics / chemistry
target group: 16 male, 14 female participants, very different cultural experience backgrounds, common goal of positive school leaving.
research question: the testing of gender-homogeneous learning groups in Physik-/Chemieunterricht is to be found:
- how they affect the object-related self-concept,
- whether different personal attitude by gender,
- looks like the gender-specific interactive behavior in the classroom,
- the relevance of the clinical training in the laboratory for the above questions.
Methodology Procedure:
- "Gender-launch workshops: Introduction to task, the participants should call on cards three women's and men's jobs, final round of discussions to do so. Details of the separate groups and the accompanying evaluation are given.
- Single-sex classroom teaching in separate groups, group discussion.
- Laboratory lessons: a man and a women's group, a mixed group, participants must choose ballots.
- Evaluation: Various qualitative methods in the validation of the data are used. There is an expert interview with the teacher, the recorded, transcribed and is evaluated using a qualitative content analysis. Furthermore, there are group discussions with participants that are recorded, and participant observation in the laboratory by the teacher of theoretical instruction, which is an observation guide the communication and group behavior of the participants observed and recorded.
results:
- Participants: initially negative self-concept, teaching my lighter than expected, that they are unrestrained by the separation, the participants are all in their opinion, ask more questions, take little girls to support. The willingness to learn outside the classroom is higher among participants, motivation for active participation is easier. A few, brief speeches.
- Participants: positive self-concept that does not change recognize only few differences in behavior, believe that they are separated by calm and focused. Many spoke.
- The adaptation of the educational content to the level of knowledge and interest of the participants is simple. The classes in the laboratory contributes significantly to learning.
Source:
King, Philip (2008). Gender-homogeneous learning groups in physics / chemistry
. Testing and evaluation - WUK Monopoli exams.
Vienna: self-publishing. In:
http://www.wuk.at/documents/articles/Geschlechterhomogene 20Lerngruppen%% 20 -% 20Erprobung% 20and% 20Evaluierung% 202008.pdf
[28/09/2010]
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