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written by Tetyana Antimirova, Andie Noack, and Marina Milner-Bolotin
Hundreds of students are required to take introductory physics each year at our mid-size Canadian university. These students enter the course with diverse educational histories and demographic characteristics that reflect the diversity of the large, metropolitan city that the university is located in. In this project, we investigate how students' demographic and educational diversity is related to their conceptual learning in introductory university physics. Students' learning outcomes in introductory sciences courses often impact their later learning in undergraduate science degree programs. As expected, we found that the completion of a senior high school physics course is positively related to students' conceptual understanding of physics. The unexpected result was that gender remained a predictor of the students' conceptual understanding, even when the completion of high school physics was accounted for. Interestingly, other demographic characteristics, such as students' mother tongue and country of birth, seem not to matter. The results suggest that the impact of completing high school physics may extend far beyond the first year and that the gender gap continues to persist in SMET disciplines.
Physics Education Research Conference 2009
Part of the PER Conference series
Ann Arbor, Michigan: July 29-30, 2009
Volume 1179, Pages 77-80
Subjects Levels Resource Types
Education - Basic Research
- Achievement
- Societal Issues
= Cultural Issues
= Gender Issues
- Student Characteristics
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.3266758
Access Rights:
Free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2009 proceedings is also available.
Restriction:
© 2009 American Institute of Physics
DOI:
10.1063/1.3266758
PACSs:
01.40.Fk
01.40.Ha
Keywords:
FCI, PERC 2009, conceptual learning, demographics, educational histories, gender gap, student diversity, undergraduate physics
Record Cloner:
Metadata instance created October 2, 2009 by Alea Smith
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
November 11, 2009
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
T. Antimirova, A. Noack, and M. Milner-Bolotin, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9449&DocID=1322).
AJP/PRST-PER
T. Antimirova, A. Noack, and M. Milner-Bolotin, The Effect of Classroom Diversity on Conceptual Learning in Physics, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9449&DocID=1322>.
APA Format
Antimirova, T., Noack, A., & Milner-Bolotin, M. (2009, July 29-30). The Effect of Classroom Diversity on Conceptual Learning in Physics. Paper presented at Physics Education Research Conference 2009, Ann Arbor, Michigan. Retrieved October 1, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9449&DocID=1322
Chicago Format
Antimirova, T, A. Noack, and M. Milner-Bolotin. "The Effect of Classroom Diversity on Conceptual Learning in Physics." Paper presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, July 29-30, 2009. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9449&DocID=1322 (accessed 1 October 2014).
MLA Format
Antimirova, Tetyana, Andie Noack, and Marina Milner-Bolotin. "The Effect of Classroom Diversity on Conceptual Learning in Physics." Physics Education Research Conference 2009. Ann Arbor, Michigan: 2009. 77-80 Vol. 1179 of PER Conference. 1 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9449&DocID=1322>.
BibTeX Export Format
@inproceedings{ Author = "Tetyana Antimirova and Andie Noack and Marina Milner-Bolotin", Title = {The Effect of Classroom Diversity on Conceptual Learning in Physics}, BookTitle = {Physics Education Research Conference 2009}, Pages = {77-80}, Address = {Ann Arbor, Michigan}, Series = {PER Conference}, Volume = {1179}, Month = {July 29-30}, Year = {2009} }
Refer Export Format

%A Tetyana Antimirova
%A Andie Noack
%A Marina Milner-Bolotin
%T The Effect of Classroom Diversity on Conceptual Learning in Physics
%S PER Conference
%V 1179
%D July 29-30 2009
%P 77-80
%C Ann Arbor, Michigan
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9449&DocID=1322
%O Physics Education Research Conference 2009
%O July 29-30
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Antimirova, Tetyana
%A Noack, Andie
%A Milner-Bolotin, Marina
%D July 29-30 2009
%T The Effect of Classroom Diversity on Conceptual Learning in Physics
%B Physics Education Research Conference 2009
%C Ann Arbor, Michigan
%V 1179
%P 77-80
%S PER Conference
%8 July 29-30
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9449&DocID=1322


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