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PERC 2011 Abstract Detail Page

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Abstract Title: Gender Differences in Conceptual Gains and Attitude Regarding Problem Design
Abstract: It has been known that context in homework exercises and exam questions affects student performance and highlights gender differences in the physics classroom.  Writing assignments that ask students to evaluate and create may help overcome some of these issues and improve conceptual gains of female students.  One example of such an assignment is that of problem design.  Problem design assignments were assigned to a subset of students in an undergraduate College Physics course, and assessment was performed to measure and compare conceptual gains for all students.  Two concept surveys (FCI and EMCS) were used to assess the students conceptual gains and whether females or males might benefit more from the assignment, with the awareness that gender biases may exist within the surveys themselves.  The students' attitudes were also probed to investigate if those opinions shaped the outcome of the potential benefits associated with the completion of the problem design assignment.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Rachel Snyder
Bowling Green State University
Department of Physics and Astronomy
104 Overman Hall
Bowling Green, OH 43403
Phone: 419-372-8108
Co-Author(s)
and Co-Presenter(s)
Eric Mandell, Bowling Green State Unviersity