Assessing gender differences in response system questions for an introductory physics course.

Autor/inn/en	Richardson, C. T.; O´Shea, B. W.
Titel	Assessing gender differences in response system questions for an introductory physics course.
Quelle	In: American journal of physics, 81 (2013) 3, S. 231-236 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-9505; 1943-2909
DOI	10.1119/1.4773562
Schlagwörter	Gender; Testverfahren; Peer Instruction; Physik; Physikunterricht
Abstract	In this work, we investigate whether gender differences are present in the iClicker student response system during introductory physics lectures in an engaged environment. We find that men and women are equally likely to respond to questions correctly and in the same amount of time. We also find that both genders make use of multiple responses in the same timescale, however, the average number of responses for a given question is significantly higher for men than women. Upon analyzing these responses, we also find men are slightly more likely than women to change their response, while the response base station is open. Both genders benefit from peer instruction by answering more quickly and correctly. The connection between previously documented timescale differences, differences in ungraded responses, and their implications for the classroom environment are discussed. 2013 American Association of Physics Teachers.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Osnabrück
Update	2014/1