Review Of Gender Differences In Learning Styles:  Suggestions For STEM Education

Kulturel-Konak, Sadan; D’Allegro, Mary Lou; Dickinson, Sarah

doi:10.19030/cier.v4i3.4116

Cited by 63 publications

(42 citation statements)

References 20 publications

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“…Essential considerations include sex, age, culture and race/ethnicity, learning styles, emotional status, readiness to learn, readiness to change, developmental stage, literacy, and self-efficacy. [12][13][14][15][16][17] Kulturel-Konak and colleagues 14 found that women prefer hands-on learning experiences, make intuitive or feeling-based judgments, are more people-oriented, and more comfortable with ambiguity. Educational interventions are also more effective when the teaching is learner-centered and individualized.…”

Section: Essential Considerations In Designing and Implementing Nursimentioning

confidence: 99%

“…13,16 Fundamental nursing care aspects producing successful behavioral change outcomes include consistent patient monitoring, scheduling regular follow-up and healthcare support (eg, education, counseling), control of substance abuse, such as alcohol and smoking, individualized dietary regimen, including fat, salt, fruit, and vegetable intake along with medication regimen monitoring and adjustment to manage BP. [9][10][11][12][13][14][15] Results from Chiu and Wong's randomized control trial further revealed that nurse-run clinics have positive effects on BP control, and adherence to health lifestyle and follow-up telephone call reinforce the coaching efforts of nurse clinical consultations. 15 Another 2014 nursing study targeting adults with AF emphasized the importance of individualized patient education to achieve positive outcome for older adults who had cognitive, as well as functional, limitations.…”

Section: Essential Considerations In Designing and Implementing Nursimentioning

confidence: 99%

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Nursing Best Practices to Prevent Stroke in Women

Miller

2015

Stroke

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e75S troke remains the third leading cause of death in women affecting 3.8 million women compared with 3 million men.1,2 Almost half of the women surviving stroke are anticipated to have residual deficits, including cognitive dysfunction and weakness 6 months later. 3 With the aging population and increased longevity of women in our society, there is an urgent need to concentrate on stroke prevention for women, identify those most at risk, and then take immediate action. Nurses practice in a variety of clinical settings (eg, hospitals, clinics, schools, community outreach programs, etc), thereby having numerous opportunities to empower others to reduce the likelihood of stroke through education and management of personal risk behaviors. The purpose of this article is to summarize best evidence underpinning essential nursing activities targeting stroke prevention in women. Identification of Key Stroke Risk Factors for WomenA variety of risk factors trigger nurses and other healthcare providers (HCPs) to immediately act. The most prominent stroke risk factors for women are the following:• Hypertension: Stage I hypertension with systolic blood pressure (SBP) 140 to 159 or diastolic blood pressure (DBP) of 80 to 90; stage 2 SBP ≥160 or DBP ≥100. 4• Preeclampsia and eclampsia and pregnancy-induced hypertension. High blood pressure during pregnancy is defined as mild (SBP 140-149 mm Hg or DBP 90-99) and moderate (SBP 150-159 mm Hg or DBP 100-109 mm Hg) or severe SBP ≥160 mm Hg or DBP ≥110 mm Hg). 5• Obesity: defined as a body mass index of ≥30 kg/m 2 is associated with increased risk of stroke even after adjustment for other factors, such as age, physical activity, smoking, alcohol consumption, and conditions, such as hypertension and diabetes mellitus. 1,5 • Atrial fibrillation (AF): note if present recognizing that elderly women (ie, ≥75 years)are at higher risk for stroke if AF is present. 5• Oral contraception: may be harmful to women with additional stroke risk factors, such as cigarette smoking, prior thromboembolic events. 5• Hormone replacement therapy: concerns seem similar to cardiovascular disease and should not be used as primary or secondary prevention of stroke in postmenopausal women. 5• Migraine with aura: increased stroke risk occurs in women who also smoke and have the aura. 5Most research studies indicate no sex differences in treatment seeking time when a stroke is suspected, a few others suggest some women, especially from minority groups, tend to wait longer than men. 6,7 When assessing women, HCPs should always emphasize the importance of seeking immediate treatment (<3 hours) when a stroke or transient ischemic attack is suspected and to review signs and symptoms of stroke or transient ischemic attack during every teachable moment. Ongoing monitoring of these risk factors must occur and women need to understand the significance of assuming responsibility for their own self-care management and adherence to the prescribed evidence-based treatment regimen.Advance practice nurses must refer to the ...

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Section: Essential Considerations In Designing and Implementing Nursimentioning

confidence: 99%

Section: Essential Considerations In Designing and Implementing Nursimentioning

confidence: 99%

Nursing Best Practices to Prevent Stroke in Women

Miller

2015

Stroke

View full text Add to dashboard Cite

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“…A small sampling of this includes: [1][2][3][4][5][6][7]. In addition to this, considerable work has been done to determine how to best meet the differing needs of the two genders in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Gender Differences in Student Performance in First Semester General Chemistry in Fifteen Week and Five Week Semester Formats

Chambers¹

2017

WJCE

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In this study we investigated both the overall student performance and the DFW rates (the number of students receiving a grade of "D", "F", or withdrawing from a class) for both males and females in first semester general chemistry courses over a period of five years. Data was collected from a large southwestern university in the United States for all of the first semester general chemistry courses offered during this period. The data included 12 fall semester sections, 16 spring semester sections and five summer semester sections with a total sample of 5384 students. The results showed that in the traditional fifteen week semesters the female students significantly outperformed the male students in both overall class averages (ANOVA p<0.001), and DFW rates (ANOVA p<0.001). However during the summer sessions a startling reversal occurred and the male students significantly outperformed the female students in both overall class averages (ANOVA p<0.05) and DFW rate (ANOVA p<0.001).

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“…6 There are also distinctions between learning preferences based on gender. 7 Because the correspondence between learning preference and learning environment has a significant impact on learning outcomes, it is important to consider the implications of different learning styles by gender.…”

Section: Different Preferences For Learning By Gendermentioning

confidence: 99%

“…Kulturel-Konak, D'Allegro, and Dickinson yielded similar findings in a study of learning preferences of over 300 undergraduate students. 7 Across STEM and non-STEM majors, a key finding was that women prefer collaboration and cooperation over competition, which is favored by men. Additionally, women favored creative materials; whereas men mostly wanted concrete materials, which is most commonly used in classroom instruction.…”

Section: Different Preferences For Learning By Gendermentioning

confidence: 99%

How do Male and Female Faculty Members View and Use Classroom Strategies?

Ross

Judson

Krause

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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, and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co-developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1500 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching. Prof. Stephen J Krause, Arizona State UniversityStephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013. His research takes two distinct but interrelated paths focused on elementary students' learning in science and engineering as well as in-service science teachers' professional development. The first focus involves how language as a learning tool improves students' conceptual understandings, literacy, and representation competencies in science. His second research focus is on how in-service teachers develop their knowledge for teaching science and engineering in argument-based inquiry classrooms. This research is aimed at developing measures of teachers' Pedagogical Content Knowledge (PCK) for adopting the argumentbased inquiry approach, as well as developing tools to capture the interactive nature of PCK.Prof. Robert J Culbertson, Arizona State University Robert J. Culbertson is an Associate Professor of Physics. Currently, he teaches introductory mechanics and electrodynamics for physics majors and a course in musical acoustics, which was specifically designed for elementary education majors. He is director of the ASU Physics Teacher Education Coalition (PhysTEC) Project, which strives to produce more and better high school physics teachers. He is also director of Master of Natural Science degree program, a graduate program designed for in-service science teachers. He works on improving persistence of students in STEM majors, especially under-prepared students and students from under-represented groups. Ms. Bethany B...

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Review Of Gender Differences In Learning Styles: Suggestions For STEM Education

Abstract: ABSTRACT

Cited by 63 publications

References 20 publications

Nursing Best Practices to Prevent Stroke in Women

Nursing Best Practices to Prevent Stroke in Women

Gender Differences in Student Performance in First Semester General Chemistry in Fifteen Week and Five Week Semester Formats

How do Male and Female Faculty Members View and Use Classroom Strategies?

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