Dawkins, Hillary; Hedgeland, Holly and Jordan, Sally
(2017).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1103/PhysRevPhysEducRes.13.020117 |
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| 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 | ||||||
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| Copyright Holders: | 2017 The Authors | ||||||
| ISSN: | 2469-9896 | ||||||
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| Academic Unit/School: | Faculty of Science, Technology, Engineering and Mathematics (STEM) Faculty of Science, Technology, Engineering and Mathematics (STEM) > Physical Sciences |
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| Research Group: | eSTEeM Physics |
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| Item ID: | 51060 | ||||||
| Depositing User: | Holly Hedgeland | ||||||
| Date Deposited: | 21 Sep 2017 09:19 | ||||||
| Last Modified: | 11 Dec 2019 14:54 | ||||||
| URI: | http://oro.open.ac.uk/id/eprint/51060 | ||||||
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