She Space: A multi-disciplinary, project-based learning program for high school girls

Isaacson, Sivan; Friedlander, L. R.; Meged, Chen; Havivi, Shiran; Cohen-Zada, Aviv Lee; Ronay, Inbal; Blumberg, D. G.; Maman, Shimrit

doi:10.1016/j.actaastro.2019.12.005

Cited by 10 publications

(7 citation statements)

References 26 publications

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“…Pembelajaran berbasis Project menurut (Guilherme, Faria, & Boaventura, 2016) terbukti meningkatkan kepercayaan diri di antara peserta serta meningkatkan peluang kolaborasi yang beragam antara siswa semakin menunjukkan otonomi yang lebih besar kemampuan argumentatif dan pengambilan keputusan. Penelitian yang dilakukan (Isaacson et al, 2020), (Thys, Verschaffel, Van Dooren, & Laevers, 2016), (Goldstein, 2016), dan (Mehto, Riikonen, Kangas, & Seitamaa-Hakkarainen, 2020) berpendapat bahwa Project Based Learning dapat meningkatkan sikap siswa terhadap pembelajaran fisika, mengurangi rasa takut, dan meningkatkan kemanjuran diri dalam berpikir kritis dan pemecahan masalah dengan kesenangan belajar mereka.…”

Section: Pendahuluanunclassified

Analisis Kebutuhan Desain Pengembangan Model IPA Berbasis Project Based Learning Untuk Meningkatkan Berpikir Kritis Siswa di Sekolah Dasar

Ramadhani

Fahrurrozi

2021

basicedu

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Kemampuan berpikir pada tingkat yang paling tinggi merupakan kemampuan menciptakan sesuatu. Guru sebagai pendidik sangat berperan penting dalam hal ini. Salah satu upaya yang dapat dilakukan untuk mewujudkannya yaitu dengan mengembangkan desain pembelajaran agar terciptanya pembelajaran yang efektif dan efisien dengan kemampuan berpikir kritis siswa. Desain pembelajaran yang dikembangkan oleh guru dirancang dengan mengimplementasikan model dalam pelaksanaan proses pembelejaran. Model pembelajaran yang dirancang untuk difokuskan agar terciptanya pembelajaran yang efektif dan efisien khususnya pada kegiatan pembelajaran yang menggunakan media dan evaluasi. Hasil Penelitian ini menunjukkan kebutuhan sumber belajar yang diperlukan 62,5% menjawab media pembelajaran digital. Sesuai kebutuhan siswa lebih suka pada proses pembelajaran IPA melalui video gambar dan suara sekitar 91,7%. Pemahaman konsep berpikir siswa dalam memahami IPA 52,4 % cukup memuaskan. Selain mengembangkan desain pembelajaran dengan implementasi model IPA berbasis project based learning dalam berpikir kritis siswa dalam proses pembelajaran, guru juga menggunakan konsep pembelajaran project. Selain itu, juga membantu guru dalam melakukan evaluasi terhadap proses pembelajran yang telah dilaksanakan.

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Section: Pendahuluanunclassified

Analisis Kebutuhan Desain Pengembangan Model IPA Berbasis Project Based Learning Untuk Meningkatkan Berpikir Kritis Siswa di Sekolah Dasar

Ramadhani

Fahrurrozi

2021

basicedu

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“…The ICBS group used PhET interactive simulations to demonstrate the relationships between phenomena, while the LIBE group used hands-on experiments. Because some research indicates the difference in technology approaches 5 , the ICBS group used already ready-made simulations, which are widely used and recognized, so the results can be compared with other researches. The pedagogical experiment was conducted from January to June 2019.…”

Section: Methodsmentioning

confidence: 99%

“…According to these reports, boys are more interested in Physics than girls. The most common reasons are related to differences in the way of thinking or learning, competence beliefs, the absence of role models, the sense of belonging, perception of physical sciences, classroom experience and learning styles 5 , 6 . Classroom processes, such as social context and classroom experience, are important predictors of students’ learning 7 .…”

Section: Introductionmentioning

confidence: 99%

Gender motivational gap and contribution of different teaching approaches to female students’ motivation to learn physics

Radulović

Županec

Stojanović

et al. 2022

Sci Rep

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This research focuses on potential gender differences in motivation to learn Physics with the aim to determine the weakest female motivational components to learn Physics and the contribution of different teaching approaches (using real and virtual experiments) on those components and motivation for learning Physics in general. These two approaches were chosen as the most commonly used approaches in physics but without clear compared indication on females’ motivation. The standardized questionnaire SMTSL (Student’s Motivation towards Science Learning) is used for the measurements. The results show that for female students the weakest motivational components to learn Physics are the importance of Physics as a science and self-efficacy. Virtual experiments contribute more to females’ motivation to learn Physics than applying real experiments. The female students who used real experiments show fear of being laughed at by their male peers and express doubt in their self-knowledge. Although the applied approaches cause some improvements in female students’ self-efficacy, they are not statistically significant. Research results suggest that teachers need to apply such teaching approaches that engage girls and encourage their learning and development in order to improve their self-efficacy and other motivational components.

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“…An educational objective for the years ahead is to change this false perception. This will be attained by improving the leadership levels of women in complex experimental activities related to the handling of educational and research equipment (Isaacson et al, 2020), and by normalizing industrial objectives in the focus of women (Mozahem et al, 2019).…”

Section: Educational Objectivesmentioning

confidence: 99%

Women in Engineering: Actions for Improving their Integration in the Faculty of Engineering in Bilbao

Rego¹,

López²,

Egiguren³

et al. 2022

Advances in Education and Educational Trends Series

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The situation of women in the engineering world has different aspects that should be carefully analysed. Last century, the woman who first broke this taboo in Spain was the mayor of Bilbao, the first female industrial engineer graduated in Spain in 1929, Pilar Careaga. By means of her public presence, her message could reach general society, but only as something exceptional. At the Faculty of Engineering in Bilbao, the first female Industrial Engineer was Pilar Ipiña, who graduated in 1965. Thirty six years later. After nearly a century, women in engineering remain a clear minority. Proposing solutions requires knowing the causes, in order to be able to carry out actions that lead to harnessing women's talent and enable them to realise their full potential. This paper presents a multi-staged process for the integration of women in engineering degrees. The first stage analyses different issues about the faculty structure and regulations. The second stage relates educational objectives and the gender perspective. The third stage marks the importance of educational materials. The fourth stage summarizes educational methodologies and activities. The fifth stage proposes a change of assessment model. Finally, the sixth stage comments on the importance of control and visualization of results.

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She Space: A multi-disciplinary, project-based learning program for high school girls

Cited by 10 publications

References 26 publications

Analisis Kebutuhan Desain Pengembangan Model IPA Berbasis Project Based Learning Untuk Meningkatkan Berpikir Kritis Siswa di Sekolah Dasar

Analisis Kebutuhan Desain Pengembangan Model IPA Berbasis Project Based Learning Untuk Meningkatkan Berpikir Kritis Siswa di Sekolah Dasar

Gender motivational gap and contribution of different teaching approaches to female students’ motivation to learn physics

Women in Engineering: Actions for Improving their Integration in the Faculty of Engineering in Bilbao

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