Choice of Science Courses in Secondary School: Trends and Explanations

Entwistle, Noël; Duckworth, Derek

doi:10.1080/03057267708559846

Cited by 25 publications

(13 citation statements)

References 28 publications

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“…It also seems that the girls who do choose to learn science prefer subjects that are different from those favored by boys. In their studies, Entwistle and Duckworth (1977), Jungwirth (1973), and Tamir (1975) have shown that while boys are more oriented toward the so-called "hard" sciences (physics, chemistry, etc. ), girls prefer the "soft" subjects such as human physiology, plant life, zoology, etc.…”

Section: Introductionmentioning

confidence: 99%

Gender‐related differences in reasoning skills and learning interests of junior high school students

Shemesh

1990

J Res Sci Teach

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The purpose of this study was to investigate gender‐related differences in the relationship between the development of formal reasoning skills and learning interests during the early adolescent stage. For this purpose, 249 students, from seventh to ninth grade, were assessed for their level of mastery of formal reasoning skills by a test based on videotaped simple experiments. Learning interests were assessed by a written response to an open question. Results showed that adolescent boys develop patterns of formal reasoning before their girl classmates. In addition, boys tend to prefer science and technology subjects, while girls tend to prefer language, social studies, and humanities. Analysis of interactions showed that boys' tendency toward science and technology is positively correlated to their age and development of formal reasoning, while girls' tendency to the above subjects is positively related to their development of formal reasoning capacity, but inversely related to their age. Possible explanations to the above‐described findings and suggestions for instructional modes that may increase girls' interest in science and technology are discussed.

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Section: Introductionmentioning

confidence: 99%

Gender‐related differences in reasoning skills and learning interests of junior high school students

Shemesh

1990

J Res Sci Teach

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“…As a general pattern, Patrick (1980) concluded that all age groups studied in the NAEP report, ranked science subjects low in relation to career interests and other courses in school. Armstrong (1973), Creaper (1976), Entwistle and Duckworth (1977), and Lazarowitz and Hertz-Lazarowitz (1979) advocated that students have a voice in choosing what they study and also that the reasons for students' choices should be studied. Students' interest in science, choice of science subjects, and reasons for these preferences were studied in relation to the option of further science courses, (Butler 1968, Ormerod andDuckworth 1975) to socio-environmental factors, to students' background and parental influences, (Krippner 1963, andRoe 1963), to gender (Lowery 1967) to school type (whether simple-sex or coeducational) by Ormerod (1975), and to achievement and vocational choice (Sjoberg 1983).…”

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confidence: 99%

Reasons why Elementary and Secondary Students in Utah do and do not Like Science

Lazarowitz¹,

Baird²,

Allman³

1985

School Sci & Mathematics

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“…There are painfully few role models for them to identify with. Teachers can serve as role models for many students (Entwistle & Duckworth, 1977), but science teachers are usually male and this situation is exaggerated in the advanced sciences. Also, since the majority of science students are male, girls would not have the support of their peer group.…”

Section: Discussionmentioning

confidence: 99%

Student perceptions of science classes taught by males and females

Lawrenz

Welch

1983

J Res Sci Teach

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In their analysis of National Assessment results Haertel et a1.t found that 13 year-old boys and girls are quite similar in science learning. However, this similarity does not exist for 17 year olds. One possible cause for this change is socio-cultural pressures. In this study, we suggest that the science classroom learning environment may contribute to these pressures due to differences in classes taught by male and female science teachers. The Learning Environment Inventory was used to assess student perceptions in junior high, biology, chemistry, and physics classes and significant differences were found. Students perceived classes taught by females as more formal, more goal directed, more diverse and as having more instances of teacher favoritism and friction between students. Classes taught by males were perceived as more difficult. Possible relationships between these perceptual differences and changes in girls' preference for science are discussed and suggestions for future research are given. Haertel et al. (1981), in their analysis of the 1978 National Assessment results for 13 years olds, report no sex differences in science achievement. They point out that these results are in marked "contrast to the highly significant differences between the sexes in science related attittudes, behaviors and aspirations during the late adolescence.'' Why does this change take place? It has been suggested that the development of cognitive differences among the sexes is related to cultural pressure (Fox, 1977). Bern, Pfeiffer, and Newman (1981) recently have documented an example of a cultural sexual bias. They found that both male and female teachers classified high achieving students as androgynous and masculine, while low achieving students were classified as feminine. Perhaps the change in girls' and boys' science learning is also related to socio-cultural factors, Haertel et al. state that learning has been shown to be positively related to nine factors: student age, ability, and motivation; the quality and quantity of instruction; the social-psychological environment or morale of the class and home; the peer group environment; and exposure

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Choice of Science Courses in Secondary School: Trends and Explanations

Cited by 25 publications

References 28 publications

Gender‐related differences in reasoning skills and learning interests of junior high school students

Gender‐related differences in reasoning skills and learning interests of junior high school students

Reasons why Elementary and Secondary Students in Utah do and do not Like Science

Student perceptions of science classes taught by males and females

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