Dawkins, Hillary; Hedgeland, Holly and Jordan, Sally
(2017).
|
PDF (Version of Record)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (2MB) | Preview |
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1103/PhysRevPhysEducRes.13.020117 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that scaffolding may preferentially benefit female students, and we present some alternative conclusions surrounding this hypothesis. By taking both student attainment level and the degree of question scaffolding into account, we identify questions that exhibit real bias in favor of male students. We find that both multidimensional context and use of diagrams are common elements of such questions.
| Item Type: | Journal Item | ||||||
|---|---|---|---|---|---|---|---|
| Copyright Holders: | 2017 The Authors | ||||||
| ISSN: | 2469-9896 | ||||||
| Project Funding Details: |
|
||||||
| Academic Unit/School: | Faculty of Science, Technology, Engineering and Mathematics (STEM) Faculty of Science, Technology, Engineering and Mathematics (STEM) > Physical Sciences |
||||||
| Research Group: | eSTEeM Physics |
||||||
| Item ID: | 51060 | ||||||
| Depositing User: | Holly Hedgeland | ||||||
| Date Deposited: | 21 Sep 2017 09:19 | ||||||
| Last Modified: | 20 May 2019 13:58 | ||||||
| URI: | http://oro.open.ac.uk/id/eprint/51060 | ||||||
| Share this page: |     |
Metrics
Altmetrics from Altmetric | Citations from Dimensions |
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)