Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors

Abstract

This study investigated differences and shifts in learning and motivation constructs among male and female students in a nonmajors, yearlong structured inquiry college physics course and examined how these variables were related to physics understanding and course achievement. Tests and questionnaires measured students' learning approaches, motivational goals, selfefficacy, epistemological beliefs, scientific reasoning abilities, and understanding of central physics concepts at the beginning and end of the course. Course achievement scores were also obtained. The findings showed that male students had significantly higher self-efficacy, performance goals, and physics understanding compared to females, which persisted throughout the course. Differential shifts were found in students' meaningful learning approaches, with females tending to use less meaningful learning from beginning to end of the course; and males using more meaningful learning over this time period. For both males and females, self-efficacy significantly predicted physics understanding and course achievement. For females, higher reasoning ability was also a significant predictor of understanding and achievement; whereas for males, learning goals and rote learning were significant predictors, but in a negative direction. The findings reveal that different variables of learning and motivation may be important for females' success in inquiry physics compared to males. Instructors should be cognizant of those needs in order to best help all students learn and achieve in college physics.

Identifying events that impact self-efficacy in physics learning

“…Since the 1980s an abundance of research has shown that science self-efficacy, or confidence in one's own ability to complete the actions necessary to perform a task [7], is related to success in particular fields [8][9][10][11][12], as well as a predictor of the career choice an individual will make [10,[13][14][15][16]. A few researchers in physics education have also shown a link between physics self-efficacy and success [17][18][19]. Further, at Florida International University we have found that Modeling Instruction (MI) has a positive impact on self-efficacy [20].…”

Integrating Inquiry-based Learning into Undergraduate Geology

“…A number of studies have reported the benefits of inquiry-related teaching approaches, suggesting that these techniques foster students' understanding of scientific processes, scientific literacy, and critical thinking (Cavallo et al, 2004;Glasson and McKenzie, 1998;Haury, 1993) among other competencies. Inquiry-based teaching can also improve students' understanding of the scientific method and its strengths and weaknesses (Keller et.…”

Improving Students’ Achievement in Biology using 7E Instructional Model: An Experimental Study

“…Different research studies had shown that gender difference plays a vital role in acquisition of scientific concepts, for instance, a research claimed significant gender difference (Cavallo et al, 2004). In 1994, Fraser and Young found meaningful change in boys' success rate in biology when seen in the perspective of gender differentiation.…”