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written by Pasi Nieminen, Antti Savinainen, and Jouni Viiri
This quantitative case study used a pre- and posttest design for exploring the gender differences in secondary school students' (n=131, 45 males and 86 females) learning of the force concept when an interactive engagement type of teaching was used. In addition, students' ability to interpret multiple representations (i.e., representational consistency) was documented by a pre- and posttest and scientific reasoning ability by a pretest only. Males significantly outperformed females in learning of the force concept, pre- and posttest representational consistency, and pretest scientific reasoning. However, the gender difference in learning of the force concept was not significant when ANCOVA was conducted using pretest results of representational consistency and scientific reasoning as covariates. This appeared to indicate that the gender difference in learning gain was related to students' abilities before the instruction. Thus, the teaching method used was equally effective for both genders. Further, our quantitative finding about the relation between representational consistency and learning of the force concept supports the assumption that multiple representations are important in science learning.
International Journal of Science and Mathematics Education: Volume 11, Issue 5, Pages 1137-1156
Subjects Levels Resource Types
Education Foundations
- Assessment
= Methods
- Learning Theory
= Representations
- Sample Population
= Gender: Female
= Gender: Male
- Societal Issues
= Gender Issues
General Physics
- Scientific Reasoning
- High School
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
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© 2012 National Science Council, Taiwan
DOI:
10.1007/s10763-012-9363-y
Record Creator:
Metadata instance created November 1, 2015 by Sarah Keffer
Record Updated:
February 3, 2016 by Lyle Barbato
Last Update
when Cataloged:
September 29, 2012
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AIP Format
P. Nieminen, A. Savinainen, and J. Viiri, Int. J. Sci. Math. Educ. 11 (5), 1137 (2012), WWW Document, (http://dx.doi.org/10.1007/s10763-012-9363-y).
AJP/PRST-PER
P. Nieminen, A. Savinainen, and J. Viiri, Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning, Int. J. Sci. Math. Educ. 11 (5), 1137 (2012), <http://dx.doi.org/10.1007/s10763-012-9363-y>.
APA Format
Nieminen, P., Savinainen, A., & Viiri, J. (2012, September 29). Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning. Int. J. Sci. Math. Educ., 11(5), 1137-1156. Retrieved December 17, 2017, from http://dx.doi.org/10.1007/s10763-012-9363-y
Chicago Format
Nieminen, P, A. Savinainen, and J. Viiri. "Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning." Int. J. Sci. Math. Educ. 11, no. 5, (September 29, 2012): 1137-1156, http://dx.doi.org/10.1007/s10763-012-9363-y (accessed 17 December 2017).
MLA Format
Nieminen, Pasi, Antti Savinainen, and Jouni Viiri. "Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning." Int. J. Sci. Math. Educ. 11.5 (2012): 1137-1156. 17 Dec. 2017 <http://dx.doi.org/10.1007/s10763-012-9363-y>.
BibTeX Export Format
@article{ Author = "Pasi Nieminen and Antti Savinainen and Jouni Viiri", Title = {Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning}, Journal = {Int. J. Sci. Math. Educ.}, Volume = {11}, Number = {5}, Pages = {1137-1156}, Month = {September}, Year = {2012} }
Refer Export Format

%A Pasi Nieminen
%A Antti Savinainen
%A Jouni Viiri
%T Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning
%J Int. J. Sci. Math. Educ.
%V 11
%N 5
%D September 29, 2012
%P 1137-1156
%U http://dx.doi.org/10.1007/s10763-012-9363-y
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Nieminen, Pasi
%A Savinainen, Antti
%A Viiri, Jouni
%D September 29, 2012
%T Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning
%J Int. J. Sci. Math. Educ.
%V 11
%N 5
%P 1137-1156
%8 September 29, 2012
%U http://dx.doi.org/10.1007/s10763-012-9363-y


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