Gender Differences in Attitudes to Learning Science in Grade 7

Reddy, Leelakrishna

doi:10.1080/18117295.2017.1279450

Cited by 12 publications

(15 citation statements)

References 14 publications

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“…Boys were expected to prefer chemistry and physics, while the girls were supposed to prefer biology. This in line with Reddy (2017) who found that boys were more interested in physic and chemistry, while girls were more inclined for biology.…”

Section: Assessment Of Adolescent Preferences In Science Depend On Gesupporting

confidence: 88%

“…As respondents were attending lower and upper secondary schools, their attitude towards science ranges from 'indifference' in physics to between 'little' and 'moderate' interested in biology. Some countries witnessed the same condition in various age levels such as Africa (Reddy, 2017), Indonesia (Yamtinah, Masykuri, & Syahidul Shidiq, 2017) Malta (The Malta Council for Science & Technology, 2015), and Turkey (Pehlivan et al, 2011).…”

Section: Attitudes Towards Areas Of Science While Being At Schoolmentioning

confidence: 99%

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Parents’ perceptions on previous and current science education system in Japan

Fomichova

Misonou

2018

JPBI

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Parents’ views, beliefs, and experiences greatly affect children’s attitudes toward education. The research aimed to identify the parents’ perception in the past, present, and their desired priorities in science education as well as investigated the adolescents’ perceptions based on gender and academic performance on science. As a survey study, this research relied on a questionnaire as the primary method of data collection which the data gained then was analysed by using statistical descriptive (percentage). The results showed that the priorities in education have shifted toward physics and chemistry in recent decades. Moreover, biology and earth science were found to be perceived as ‘easy’ and ‘secondary’ areas in comparison to the ‘superior’ ones (physics and chemistry). This has been strengthened by the critical situation for earth science, as the education system of Japan often does not al low the students to select it. Thus, the parents wished for a more balanced system. There was a difference in adolescents’ perceptions of science areas based on gender and academic performance. Physics and chemistry were associated with boys and top performers, while biology and earth science were supposed to ‘fit’ girls and low performers.

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Section: Assessment Of Adolescent Preferences In Science Depend On Gesupporting

confidence: 88%

Section: Attitudes Towards Areas Of Science While Being At Schoolmentioning

confidence: 99%

Parents’ perceptions on previous and current science education system in Japan

Fomichova

Misonou

2018

JPBI

View full text Add to dashboard Cite

show abstract

“…For that reason, early interventions to guide girls into more enthusiastic science activities might provide positive outcomes (Levine et al, 2015). However, it should be also noted that there were opposing arguments claiming gender has no effect on attitudes too (Reddy, 2017).…”

Section: Discussionmentioning

confidence: 99%

Effect of STEM Designed Activities on Academic Achievement of 7th Grade Elementary School Students in Force and Energy Unit

Sayılgan

Akkuş

Yıldırım

2022

SEI

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The purpose of this study was to examine the effect of STEM designed activities on academic achievement of 7th grade elementary school students in work and energy unit. For that purpose, four STEM activities were chosen to be implemented in the work and energy unit. Semi-experimental research design was utilized for the research. Two different classrooms were chosen randomly as control and STEM group. 19 students were in the control group and 21 students in the STEM group. Both classrooms were instructed by the same teacher with the same instruction time. The only difference between the groups was the STEM integrated activities. Initial analyzes revealed that there was no statistically significant difference between the groups in terms of academic knowledge level prior the study. After implementing the STEM activities for the STEM group, statistical analyzes revealed that there was a statistical positive difference in favor of the STEM group. After a month, posttest was administered to STEM group in order to determine the retention level of the students. Analyzes revealed that there was no statistically significant difference between control group and STEM group. Analyzes revealed that there was no statistically significant difference between boys and girls in STEM group. It was concluded by the study that in the long-term STEM integrated curricula would benefit elementary science students and would decrease the gender gap in STEM related areas.

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“…Reddy (2017) reported that a large majority of high school students did not consider note-making to be 'active'. Data in the present study suggests that a higher proportion of the self-regulated students is represented in the first-year sample than in the general high school student population, supporting the notion that self-regulation and high achievement are linked.…”

Section: Resultsmentioning

confidence: 99%

Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University

Dukhan

2018

African Journal of Research in Mathematics, Science and Technol

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In South Africa there is mounting concern surrounding the throughput of undergraduates. The preparation of school-learners for the challenges presented in the academic environment at university has come into question. First-years are expected to construct notes in biology; these notes act as an interface between the lecturer and students when the latter prepare for assessments. The literature highlights that the quality of notes that students make is related to their grades. This study investigates the influence of the students' note-making practice at school on the quality of notes that first-years construct during an Introductory Biology course at university. Sixty first-year students who registered for the course, over a three-year period, participated in this study. Data collection entailed the completion of a questionnaire, participation in individual face-to-face interviews at the beginning of each semester in the first year and the beginning of the second year, and the analysis of the students' notes. The findings show that students' school experience in note-making influences the quality of their notes when they enter university. This finding is significant since biology is content heavy, and with limited guidance at university the students rely on the school experience to guide them in compiling their notes. A model for improving note-making practice is presented in this paper, and shows how the students' construction of their notes may act as a means to improve their learning.

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Gender Differences in Attitudes to Learning Science in Grade 7

Cited by 12 publications

References 14 publications

Parents’ perceptions on previous and current science education system in Japan

Parents’ perceptions on previous and current science education system in Japan

Effect of STEM Designed Activities on Academic Achievement of 7th Grade Elementary School Students in Force and Energy Unit

Note-making in Biology: How the School Experience Influences Note-making Practice and Approach at University

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