A Study of Gender A Study of Gender and Cross- and Cross- Discipline Discipline Conceptual Physics Conceptual Physics Understanding Understanding L.A. Kunkel; M. Balls – Student L.A. Kunkel; M. Balls – Student Researchers, BYU-Idaho Researchers, BYU-Idaho B.A. Pyper, Ph.D. – Director of Physics B.A. Pyper, Ph.D. – Director of Physics Education, BYU-Idaho Education, BYU-Idaho R. Seamons, Ed.D. – Dean, College of R. Seamons, Ed.D. – Dean, College of Education, BYU-Idaho Education, BYU-Idaho
Transcript
A Study of Gender A Study of Gender and Cross-and Cross-Discipline Discipline
L.A. Kunkel; M. Balls – Student Researchers, L.A. Kunkel; M. Balls – Student Researchers, BYU-Idaho BYU-Idaho
B.A. Pyper, Ph.D. – Director of Physics Education, B.A. Pyper, Ph.D. – Director of Physics Education, BYU-IdahoBYU-Idaho
R. Seamons, Ed.D. – Dean, College of Education, R. Seamons, Ed.D. – Dean, College of Education, BYU-IdahoBYU-Idaho
AbstractAbstract
We administered the Force Concept We administered the Force Concept Inventory to four different courses at BYU-Inventory to four different courses at BYU-Idaho: two physics courses and two non-Idaho: two physics courses and two non-science courses. The results showed some science courses. The results showed some significant differences, both in student significant differences, both in student demographics (e.g. gender and year in demographics (e.g. gender and year in school) and in conceptual physics school) and in conceptual physics understanding (e.g. self-perception and understanding (e.g. self-perception and attitude towards science), as well as some attitude towards science), as well as some very interesting correlations between very interesting correlations between specific items. specific items.
Students who took the Students who took the TestTest
American HeritageAmerican Heritage English 111English 111 Physics 105 (Introductory Applied Physics 105 (Introductory Applied
Physics I, Algebra/Trig based)Physics I, Algebra/Trig based) Physics 121 (Principles of Physics I, Physics 121 (Principles of Physics I,
Calculus based)Calculus based)
The CoversheetThe Coversheet Gender Gender School YearSchool Year Declared MajorDeclared Major Ranked agreement Ranked agreement
with these statements:with these statements: I am math-literate I am math-literate
(confident in my ability (confident in my ability to understand math). to understand math).
I am science-literate I am science-literate (confident in my ability (confident in my ability to understand to understand science).science).
An understanding of An understanding of science is useful in science is useful in everyday life. everyday life.
Math BackgroundMath Background Algebra/GeometryAlgebra/Geometry Algebra II/ TrigAlgebra II/ Trig College AlgebraCollege Algebra Pre-Cal/ Analytic GeometryPre-Cal/ Analytic Geometry Calculus or higherCalculus or higher
Science BackgroundScience Background HS Science other than HS Science other than
PhysicsPhysics Regular or Honors HS Regular or Honors HS
PhysicsPhysics College General Ed College General Ed
Physics/ AstronomyPhysics/ Astronomy College Science other than College Science other than
A large truck collides head-on A large truck collides head-on with a small compact car. with a small compact car. During the collisionDuring the collision
1.1. The truck exerts a greater The truck exerts a greater amount of force on the car amount of force on the car than the car exerts on the than the car exerts on the truck.truck.
2.2. The car exerts a greater The car exerts a greater amount of force on the truck amount of force on the truck than the truck exerts on the than the truck exerts on the car.car.
3.3. Neither exerts a force on the Neither exerts a force on the other, the car gets smashed other, the car gets smashed simply because it gets in the simply because it gets in the way of the truck.way of the truck.
4.4. The truck exerts a force on The truck exerts a force on the car but the car does not the car but the car does not exert a force the truck.exert a force the truck.
5.5. The truck exerts the same The truck exerts the same amount of force on the car as amount of force on the car as the car exerts on the truck.the car exerts on the truck.
A steel ball is attached to a A steel ball is attached to a string and swung in a circular string and swung in a circular path in a horizontal plane as path in a horizontal plane as illustrated in the figure illustrated in the figure below. At point P, the string below. At point P, the string suddenly breaks near the suddenly breaks near the ball. If these events are ball. If these events are observed from directly above, observed from directly above, which of the paths 1-5 below which of the paths 1-5 below would the ball most closely would the ball most closely follow after the string follow after the string breaks?breaks?
Average Score by GenderAverage Score by Gender
0
2
4
6
8
10
12
14
16
Totals AmHer Eng 111 Ph 105 Ph 121
Males
Females
TotalTotalss
< .00< .0011
AmHAmHerer
<.00<.0011
EngEng .0426.0426
Ph10Ph1055
.0234.0234
Ph12Ph1211
.0370.0370
Majors by GenderMajors by Gender
0
10
20
30
40
50
60
70
Ag/LS Bus/Comm FA/Hum PS&E Soc/Ed
Males
Females
Average Score by School Average Score by School YearYear
Math Background Math Background and Scoreand Score .365.365
Math Efficacy and Math Efficacy and ScoreScore .310.310
Math and Science Math and Science EfficacyEfficacy .586.586
Science Science Background and Background and ScoreScore .387.387
Science Efficacy Science Efficacy and Scoreand Score .430.430
Science Efficacy Science Efficacy and Usefulnessand Usefulness .418.418
SummarySummary Males in our study performed better than Males in our study performed better than
Females on the testFemales on the test A correlation is indicated between a A correlation is indicated between a
student’s self-efficacy and their conceptual student’s self-efficacy and their conceptual physics understanding physics understanding
A correlation is indicated between a A correlation is indicated between a student’s math and/or science background student’s math and/or science background and their conceptual physics understandingand their conceptual physics understanding
Confounding variables:Confounding variables: Year in School and GenderYear in School and Gender Year in School and CourseYear in School and Course
General conceptual physics understanding General conceptual physics understanding is discouragingly low!is discouragingly low!
ConcernsConcerns
Do women not understand physics as well Do women not understand physics as well as men or is the test biased against as men or is the test biased against women?women?
Why are so few women taking physics?Why are so few women taking physics? Do physics students have a better Do physics students have a better
understanding of conceptual Newtonian understanding of conceptual Newtonian Physics than non physics students, or are Physics than non physics students, or are non-physics students not applying their non-physics students not applying their knowledge because of contextual knowledge because of contextual dependency?dependency?
AcknowledgmentsAcknowledgments Brian A. Pyper, Ph.D. – Director of Brian A. Pyper, Ph.D. – Director of Physics Education, BYU-IdahoPhysics Education, BYU-Idaho Rhonda Seamons, Ed.D. – Dean, Rhonda Seamons, Ed.D. – Dean, College of Education, BYU-IdahoCollege of Education, BYU-Idaho The Brigham Young University-The Brigham Young University-Idaho Research in Science Education Idaho Research in Science Education GroupGroup The Jacob Spori Memorial FundThe Jacob Spori Memorial Fund The Thomas E. Ricks Memorial The Thomas E. Ricks Memorial FundFund
