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American Journal of Physics
written by Mercedes Lorenzo, Catherine H. Crouch, and Eric Mazur
We investigate if the gender gap in conceptual understanding in an introductory university physics course can be reduced by using interactive engagement methods that promote in-class interaction, reduce competition, foster collaboration, and emphasize conceptual understanding. To this end we analyzed data from the introductory calculus-based physics course for non-majors at Harvard University taught traditionally or using different degrees of interactive engagement. Our results show that teaching with certain interactive strategies not only yields significantly increased understanding for both males and females, but also reduces the gender gap. In the most interactively taught courses, the pre-instruction gender gap was gone by the end of the semester.
American Journal of Physics: Volume 74, Issue 2, Pages 118-122
Subjects ADS Supplements Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Sample Population
= Gender: Female
= Gender: Male
- Societal Issues
= Gender Issues
General Physics
- Physics Education Research
- Reference Material
= Research study
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© 2006 American Association of Physics Teachers
DOI:
10.1119/1.2162549
PACS:
01.40.Fk
Keywords:
calculus, educational courses, gender gap, interactive engagement, physics education, teaching
Record Creator:
Metadata instance created June 25, 2007 by Shawn Weatherford
Record Updated:
September 24, 2008 by Vince Kuo
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Record Link
AIP Format
M. Lorenzo, C. Crouch, and E. Mazur, Am. J. Phys. 74 (2), 118 (2006), WWW Document, (http://dx.doi.org/10.1119/1.2162549).
AJP/PRST-PER
M. Lorenzo, C. Crouch, and E. Mazur, Reducing the gender gap in the physics classroom, Am. J. Phys. 74 (2), 118 (2006), <http://dx.doi.org/10.1119/1.2162549>.
APA Format
Lorenzo, M., Crouch, C., & Mazur, E. (2006). Reducing the gender gap in the physics classroom. Am. J. Phys., 74(2), 118-122. Retrieved October 24, 2014, from http://dx.doi.org/10.1119/1.2162549
Chicago Format
Lorenzo, M, C. Crouch, and E. Mazur. "Reducing the gender gap in the physics classroom." Am. J. Phys. 74, no. 2, (2006): 118-122, http://dx.doi.org/10.1119/1.2162549 (accessed 24 October 2014).
MLA Format
Lorenzo, Mercedes, Catherine Crouch, and Eric Mazur. "Reducing the gender gap in the physics classroom." Am. J. Phys. 74.2 (2006): 118-122. 24 Oct. 2014 <http://dx.doi.org/10.1119/1.2162549>.
BibTeX Export Format
@article{ Author = "Mercedes Lorenzo and Catherine Crouch and Eric Mazur", Title = {Reducing the gender gap in the physics classroom}, Journal = {Am. J. Phys.}, Volume = {74}, Number = {2}, Pages = {118-122}, Year = {2006} }
Refer Export Format

%A Mercedes Lorenzo
%A Catherine Crouch
%A Eric Mazur
%T Reducing the gender gap in the physics classroom
%J Am. J. Phys.
%V 74
%N 2
%D 2006
%P 118-122
%U http://dx.doi.org/10.1119/1.2162549
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Lorenzo, Mercedes
%A Crouch, Catherine
%A Mazur, Eric
%D 2006
%T Reducing the gender gap in the physics classroom
%J Am. J. Phys.
%V 74
%N 2
%P 118-122
%U http://dx.doi.org/10.1119/1.2162549


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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