Gender and physics (Updated)

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Authors

Reid, N., Centre for Science Education, University of Glasgow, Scotland and Skryabina, E., Department of Physics, Bath University, UK.

Publisher

International Journal of Science Education, 2003, Vol.5, No.4, pp 509-536

Introduction

Is it just the girls who dislike studying physics?

Boys significantly outnumber girls in the uptake of physics - in England, nearly 23,000 boys compared with 16,000 girls attempted GCSE physics and nearly three times as many boys were awarded physics A-level (2000 figures). The general conclusion of previous research cited by the authors, is that boys show more positive attitudes towards science, particularly physics, than girls. This cross-aged gender study from Scotland investigated whether negative attitudes towards studying physics is just the preserve of girls.

The researchers found that both boys' and girls' attitudes towards science, particularly physics, varied over time. They observed that the ups and downs in pupils' attitudes towards physics were related to the quality of the curriculum, the quality of the teacher and the perceived career benefits. The quality of the curriculum was strongly related to the extent to which pupils perceived the material being taught as related to their life style. This is consistent with similar concerns about the nature of the science curriculum in England where a recent report from the parliamentary science and technology committee suggested that the current GCSE curriculum fails to provide for the differing interests of boys and girls.

The findings of this study provide some insights into the ways in which pupils perceive and react to the physics part of the science curriculum and how it is presented. This information should help both those involved in designing new curricula and classroom teachers seeking to present the existing curriculum in new, more relevant ways.

Keywords
United Kingdom; Scotland; Secondary schools; Primary schools; GCSE; A level; Science; Gender; Boys; Girls; Pupils; Motivation; Attitudes; Key Stage 4

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the researchers' aims? What attitudes did boys and girls of different ages have towards studying physics? How confident were pupils about their ability to cope with physics courses? How did pupils view carrying on with studying physics? What did boys and girls like and dislike about the content of physics courses? How was the study designed? What are the implications of the study for science teachers? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Gender and physics (Updated) This digest found in Gender Science Send to a friend Word doc 50KB Printer friendly Collate for later Authors Reid, N., Centre for Science Education, University of Glasgow, Scotland and Skryabina, E., Department of Physics, Bath University, UK. Publisher International Journal of Science Education, 2003, Vol.5, No.4, pp 509-536 Introduction Is it just the girls who dislike studying physics? Boys significantly outnumber girls in the uptake of physics - in England, nearly 23,000 boys compared with 16,000 girls attempted GCSE physics and nearly three times as many boys were awarded physics A-level (2000 figures). The general conclusion of previous research cited by the authors, is that boys show more positive attitudes towards science, particularly physics, than girls. This cross-aged gender study from Scotland investigated whether negative attitudes towards studying physics is just the preserve of girls. The researchers found that both boys' and girls' attitudes towards science, particularly physics, varied over time. They observed that the ups and downs in pupils' attitudes towards physics were related to the quality of the curriculum, the quality of the teacher and the perceived career benefits. The quality of the curriculum was strongly related to the extent to which pupils perceived the material being taught as related to their life style. This is consistent with similar concerns about the nature of the science curriculum in England where a recent report from the parliamentary science and technology committee suggested that the current GCSE curriculum fails to provide for the differing interests of boys and girls. The findings of this study provide some insights into the ways in which pupils perceive and react to the physics part of the science curriculum and how it is presented. This information should help both those involved in designing new curricula and classroom teachers seeking to present the existing curriculum in new, more relevant ways. Keywords United Kingdom; Scotland; Secondary schools; Primary schools; GCSE; A level; Science; Gender; Boys; Girls; Pupils; Motivation; Attitudes; Key Stage 4