Gender and physics (Updated)

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What are the implications of the study for science teachers?

In completing this digest, the authors began to ask the following questions about implications for practitioners:

could students at the start of year seven help you to understand what they enjoy about science and thus how to maintain their interest in the early years of secondary school?
given that students make choices about subjects to take at GCSE in Year 9, could the topic preferences of male and female students in Years 8 and 9 be taken into account so that these year groups feature a balance of subjects that appeal to each gender?
would it be possible for science teachers in your school to work together on creating a programme of study that emphasises science in practical or work-based contexts so as to make science more attractive to students?

In completing this digest, the authors began to ask the following questions about implications for school leaders:

would it be helpful for teachers in your school to share experiences and ideas about providing for the differing interests of boys and girls as highlighted by this research? Could the views of the students themselves be gathered to help with this?

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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 What are the implications of the study for science teachers? In completing this digest, the authors began to ask the following questions about implications for practitioners: could students at the start of year seven help you to understand what they enjoy about science and thus how to maintain their interest in the early years of secondary school? given that students make choices about subjects to take at GCSE in Year 9, could the topic preferences of male and female students in Years 8 and 9 be taken into account so that these year groups feature a balance of subjects that appeal to each gender? would it be possible for science teachers in your school to work together on creating a programme of study that emphasises science in practical or work-based contexts so as to make science more attractive to students? In completing this digest, the authors began to ask the following questions about implications for school leaders: would it be helpful for teachers in your school to share experiences and ideas about providing for the differing interests of boys and girls as highlighted by this research? Could the views of the students themselves be gathered to help with this?