Abstract
Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students' negative attitudes toward science.
Author supplied keywords
- A-level
- Achievement gap
- Bourdieu
- Children
- Cognitive sex differences
- Degree choices
- Education
- Gap-Gender
- Gender
- Gender differences
- Gender gap
- Gender stereotypes
- Inclusive education
- Inequality
- Math/science test performance
- Mathematics and physics learning
- Mental rotation
- Meta-analysis
- Motivation
- Out-STEM
- Perceptions of science and technology
- Physics
- Physics teaching
- Project assessment
- Public engagement with science and technology
- Publication bias
- Race
- SEAL programme
- Science
- Science anxiety
- Science education
- Self-concept
- Self-efficacy
- Sources of self-efficacy
- Stereotype lift
- Stereotype threat
- Student characteristics
- TEIQue
- Teacher-student interactions
- Test anxiety
- University education
- Verbal fluency
- Video study
- affective domain
- aspirations
- emotional intelligence
- engaging students
- enhanc-
- family
- fun
- gender
- high school students
- higher education
- identity
- independent evaluation
- inequality
- ing learning
- motivating students
- motivation
- physics
- school performance
- science
- science learning
- situated learning
- teacher-report rating scale
- teacher-student relations
Cite
CITATION STYLE
Lee, C., Bobko, P., Danielsson, A. T., Flore, P. C., Wicherts, J. M., Gewin, V., … Charpentier, A. (2014). Girls in the Physics Classroom. International Journal of Science Education, 53(1), 65–84. Retrieved from https://www.iop.org/education/teacher/support/girls_physics/review/file_41599.pdf%0Ahttp://www.iop.org/publications/iop/2013/file_62083.pdf%0Ahttp://dx.doi.org/10.1016/j.lindif.2014.09.003%0Ahttp://dx.doi.org/10.1016/j.learninstruc.2012.09.002%0Ahttp://ww
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