Materials Similar to Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?

home » Detail Page » Similar Materials

Materials Similar to Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?

28%: Partitioning the gender gap in physics conceptual inventories: Force Concept Inventory, Force and Motion Conceptual Evaluation, and Conceptual Survey of Electricity and Magnetism
27%: Positive attitudinal shifts with the Physics by Inquiry curriculum across multiple implementations
27%: Exploring the gender gap in the conceptual survey of electricity and magnetism
27%: Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving
27%: Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
26%: Introductory students’ attitudes and approaches to Physics problem solving: Major, achievement level and gender differences
26%: Introduction of interactive learning into French university physics classrooms
25%: Reducing the gender gap in the physics classroom
25%: Reducing the gender gap in the physics classroom: How sufficient is interactive engagement?
25%: Equity investigation of attitudinal shifts in introductory physics
25%: Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class
25%: Gender differences in the Force Concept Inventory for different educational levels in the United Kingdom
25%: Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS
24%: Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability
24%: The impact of stereotype threat on gender gap in introductory physics
24%: Item-level gender fairness in the Force and Motion Conceptual Evaluation and the Conceptual Survey of Electricity and Magnetism
24%: The long-term effects of learning in an ISLE approach classroom
23%: Sensitivity of Learning Gains on the Force Concept Inventory to Students’ Individual Epistemological Changes
23%: Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics