Exploring gender differences with different gain calculations in astronomy and biology
Am. J. Phys. 77, 651 (2009), DOI:10.1119/1.3133087
Shannon D. Willoughby and Anneke Metz
To investigate differences in learning gains by gender, we collected data in large introductory astronomy and biology courses. Male astronomy students had significantly higher pre- and post-test scores than female students on the astronomy diagnostic test. Male students also had significantly higher pretest and somewhat higher post-test scores than female students on a survey instrument designed for an introductory biology course. For both courses, males had higher learning gains than female students only when the normalized gain measure was utilized. No differences were found with any other measures, including other gain calculations, overall course grades, or individual exams. Implications for using different learning gain measures in science classrooms, as well as for research on learning differences by gender are discussed.
Showing posts with label biology. Show all posts
Showing posts with label biology. Show all posts
2009-06-12
2008-09-04
Cook Wiebe Carter - Science Education 2008
The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations
Sci Ed 92:848–867, 2008
Michelle Cook, Eric N. Wiebe, Glenda Carter
Previous research has indicated that the use of multiple representations with macroscopic and molecular features can improve conceptual understanding; however, the influence of prior knowledge of the domain cannot be overlooked. Using eyetracking technology and sequential analysis, this study investigated how high school students n 54 with different levels of prior knowledge transitioned among the macroscopic and molecular representations of the selected cell transport graphics. The results indicated that high prior knowledge students transitioned more frequently between the molecular representations, whereas low prior knowledge students transitioned more frequently between the macroscopic representations. These findings suggest that students with high prior knowledge distributed their visual attention on conceptually relevant features, whereas low prior knowledge students focused on surface features. In addition, low prior knowledge students transitioned more frequently between macroscopic and molecular representations, suggesting that these students were experiencing more difficulty as they were coordinating the representations. Because these students were using surface features to create linkages between the representations, they were unable to understand the underlying themes. More research on the differences in the distribution of visual attention among learners can provide further insight as to the difficulties low prior knowledge students face when interpreting multiple representations.
Sci Ed 92:848–867, 2008
Michelle Cook, Eric N. Wiebe, Glenda Carter
Previous research has indicated that the use of multiple representations with macroscopic and molecular features can improve conceptual understanding; however, the influence of prior knowledge of the domain cannot be overlooked. Using eyetracking technology and sequential analysis, this study investigated how high school students n 54 with different levels of prior knowledge transitioned among the macroscopic and molecular representations of the selected cell transport graphics. The results indicated that high prior knowledge students transitioned more frequently between the molecular representations, whereas low prior knowledge students transitioned more frequently between the macroscopic representations. These findings suggest that students with high prior knowledge distributed their visual attention on conceptually relevant features, whereas low prior knowledge students focused on surface features. In addition, low prior knowledge students transitioned more frequently between macroscopic and molecular representations, suggesting that these students were experiencing more difficulty as they were coordinating the representations. Because these students were using surface features to create linkages between the representations, they were unable to understand the underlying themes. More research on the differences in the distribution of visual attention among learners can provide further insight as to the difficulties low prior knowledge students face when interpreting multiple representations.
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