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Abstract Title: Gender Differences in Student Responses to Peer Instruction
Abstract: Laws, et al. found that upper-year female students responded the most negatively to Workshop Physics. Our recent study on student responses to Peer Instruction also found that females rated these methods more negatively, even when controlling for precourse beliefs and expectations. In this poster I will present student interview data exploring the differences between male and female responses to both traditionally-taught and PI-taught introductory physics courses.

Laws, et al. (1999) Am. J. Phys. 67, S1.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Jessica Watkins
Harvard University
9 Oxford St.
Cambridge, MA 02138