Gender and physics (Updated)

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How was the study designed?

Towards the end of the academic year questionnaires were completed by five samples of Scottish pupils, judged to be representative of the national population. The samples covered the whole of the 10-18 year age range, from primary science through to Higher Grade physics. The questionnaire was designed to explore pupils' perceptions of self, and their attitudes to, and interest in science lessons, particularly physics. Pupils' intentions of further studying science, particularly physics, were also investigated.

This cross-aged approach resulted in 'snapshots' of attitudes held by pupils simultaneously at different stages of schooling, enabling gender and age related comparisons to be made.

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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 How was the study designed? Towards the end of the academic year questionnaires were completed by five samples of Scottish pupils, judged to be representative of the national population. The samples covered the whole of the 10-18 year age range, from primary science through to Higher Grade physics. The questionnaire was designed to explore pupils' perceptions of self, and their attitudes to, and interest in science lessons, particularly physics. Pupils' intentions of further studying science, particularly physics, were also investigated. This cross-aged approach resulted in 'snapshots' of attitudes held by pupils simultaneously at different stages of schooling, enabling gender and age related comparisons to be made.