How do Boys and Girls use Language in Physics Classes?

Stadler, Helga; Benke, Gertraud; Duit, Reinders

doi:10.1007/0-306-47639-8_39

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…Understanding means that the learner can connect her or his knowledge to her or his life. In this respect girls are more sensitive than most (but not all) boys (Stadler et al 2001). A gender sensitive classroom has to take this into account.…”

Section: Justice In Science Classmentioning

confidence: 97%

“…By analyzing transcripts and videos of science classes we found significant patterns (Stadler et al 2001): Boys tend to answer teachers' questions by trying short answers, full of technical terms even when they do not yet know their exact meaning. Girls answer rather in every-day language, use anthropomorphic analogies and longer sentences.…”

Section: Justice In Science Classmentioning

confidence: 98%

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Female science teacher beliefs and attitudes: implications in relation to gender and pedagogical practice

Zapata

Gallard

2007

Cult Stud of Sci Educ

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Beliefs and attitudes resulting from the unique life experiences of teachers frame interactions with learners promoting gender equity or inequity and the reproduction of social views about knowledge and power as related to gender. This study examines the enactment of a female science teacher's pedagogy (Laura), seeking to understand the implications of her beliefs and attitudes, as framed by her interpretations and daily manifestations, as she interacts with students. Distinct influences inform the conceptual framework of this study: (a) the social organization of society at large, governed by understood and unspoken patriarchy, present both academically and socially; (b) the devaluing of women as ''knowers'' of scientific knowledge as defined by a western and male view of science; (c) the marginalization or ''feminization'' of education and pedagogical knowledge. The findings reflect tensions between attitudes and beliefs and actual teacher practice suggesting the need for awareness within existing or new teachers about their positions as social agents and the sociological implications related to issues of gender within which we live and work, inclusive of science teaching and learning.

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Section: Justice In Science Classmentioning

confidence: 97%

Section: Justice In Science Classmentioning

confidence: 98%

Female science teacher beliefs and attitudes: implications in relation to gender and pedagogical practice

Zapata

Gallard

2007

Cult Stud of Sci Educ

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“…They express greater frustration under circumstances in which this need is not fulfilled, such as when instruction centers on algorithmic problem-solving, mechanical manipulations of formulas and rote-learning. Indeed, an investigation of social and linguistic behavior of students led Stadler et al (2000Stadler et al ( , 2001 to conclude that girls and boys hold different notions of what it means to 'understand physics'. Girls seem to think that they understand physics only if they can put it into a broader world-view.…”

Section: Review Of the Reasons For Girls' Low Participation Ratementioning

confidence: 98%

Physics teachers' knowledge and beliefs regarding girls' low participation rates in advanced physics classes

Zohar¹,

Bronshtein

2005

International Journal of Science Education

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Low participation rates of girls in advanced physics classes are a serious problem in many countries. Assuming that physics teachers can affect girls' choice to elect advanced physics classes, and that teachers' behaviors are affected by their knowledge and beliefs, the goal of this study was to investigate physics' teachers' knowledge and beliefs regarding girls' low participation rates in physics. Interviews were conducted with 25 physics teacher who taught in 25 different high schools in an urban area in Israel. The findings show that: approximately one-half of the teachers underestimate the severity of the problem; almost two-thirds of the teachers do not see it as a problem that requires any action; and most teachers do not know what can be done to encourage girls to elect physics and to create a more gender inclusive physics learning environment. The implications for physics teacher education are discussed.

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“…In this study, my colleague Helga Stadler, a physics teacher and educational researcher, and myself were interested to investigate girls' and boys' self-positioning in small group work in physics classes (Stadler, Benke, Duit, 1999;Stadler, Benke, Duit, 2001). One of the results of the TIMSS study (third international mathematics and science study) for Austria was, that in Austria there exists a significant gender difference in achievement in physics at the high school exit level.…”

Section: A Study On Gender Differences In Small Group Work In Physics Classesmentioning

confidence: 99%

Applied linguistics - a science of culture?

Benke¹

2003

Self Cite

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In this article, the status of applied linguistics as discipline is questioned and problems of establishing it - and other newly formed scientific enterprises like cultural science - as disciplines are discussed. This discussion is contextualized using the author's own experience as applied linguist working in (the institutional structure of) Austria. Secondly, applied linguistics is presented as complementing cultural science, with both exploring at times the same phenomena albeit under different perspectives and focussing on different levels of experience. Two examples of research involving such a joint interest with different foci are discussed.

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How do Boys and Girls use Language in Physics Classes?

Cited by 6 publications

References 2 publications

Female science teacher beliefs and attitudes: implications in relation to gender and pedagogical practice

Female science teacher beliefs and attitudes: implications in relation to gender and pedagogical practice

Physics teachers' knowledge and beliefs regarding girls' low participation rates in advanced physics classes

Applied linguistics - a science of culture?

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