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Dissertation/Thesis Abstract

Creating a lesson that addresses gender differences in physics testing a specific instructional technique in college level physics education
by Lincoln, James J., M.S., California State University, Long Beach, 2010, 116; 1493034
Abstract (Summary)

Research-based instructional methods are applied in an effort to close the persistent gender gap in physics. Creating a short text on a limited topic using some of these methods could benefit female students specifically. A literature review showed research on the gender gap in physics and updated instructional methods for females. Two female physics students were interviewed and observations were conducted at a high performing all-girls school. A physics lab dialogue between two female physics students was recorded and analyzed, which informed the style and voice of the interactive dialogue lesson. An original written lesson intended to engage female physics students was created and tested on three classes of college-level physics students. The survey data, based on multiple choice and essay responses, measured the students' opinions of the lesson and their current textbook. Results showed the interactive lesson was preferred over the current text, and some students requested similar lessons.

Indexing (document details)
Advisor: Leung, Alfred F.
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 49/05M, Masters Abstracts International
Subjects: Physics, Science education
Publication Number: 1493034
ISBN: 978-1-124-60996-6
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