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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 Levels Resource Types
Education Foundations
- Sample Population
= Gender
- Societal Issues
= Gender Issues
Education Practices
- Pedagogy
General Physics
- Physics Education Research
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
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- Researchers
- application/pdf
- application/postscript
- non-digital
- text/html
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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:
March 14, 2018 by Lyle Barbato
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Record Link
AIP Format
M. Lorenzo, C. Crouch, and E. Mazur, , Am. J. Phys. 74 (2), 118 (2006), WWW Document, (https://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), <https://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 March 29, 2024, from https://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, https://doi.org/10.1119/1.2162549 (accessed 29 March 2024).
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. 29 Mar. 2024 <https://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 https://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 https://doi.org/10.1119/1.2162549


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

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