Gender motivational gap and contribution of different teaching approaches to female students' motivation to learn physics
Апстракт
This research focuses on potential gender differences in motivation to learn Physics with the aim to determine the weakest female motivational components to learn Physics and the contribution of different teaching approaches (using real and virtual experiments) on those components and motivation for learning Physics in general. These two approaches were chosen as the most commonly used approaches in physics but without clear compared indication on females' motivation. The standardized questionnaire SMTSL (Student's Motivation towards Science Learning) is used for the measurements. The results show that for female students the weakest motivational components to learn Physics are the importance of Physics as a science and self-efficacy. Virtual experiments contribute more to females' motivation to learn Physics than applying real experiments. The female students who used real experiments show fear of being laughed at by their male peers and express doubt in their self-knowledge. Although... the applied approaches cause some improvements in female students' self-efficacy, they are not statistically significant. Research results suggest that teachers need to apply such teaching approaches that engage girls and encourage their learning and development in order to improve their self-efficacy and other motivational components.
Извор:
Scientific Reports, 2022, 12, 1Издавач:
- NATURE PORTFOLIO, BERLIN
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200125 (Универзитет у Новом Саду, Природно-математички факултет) (RS-MESTD-inst-2020-200125)
DOI: 10.1038/s41598-022-23151-7
ISSN: 2045-2322
PubMed: 36309593
WoS: 000876608900050
Scopus: 2-s2.0-85140878451
Институција/група
Učiteljski fakultetTY - JOUR AU - Radulović, Branka AU - Zupanec, Vera AU - Stojanović, Maja AU - Budić, Spomenka PY - 2022 UR - https://redun.educons.edu.rs/handle/123456789/450 AB - This research focuses on potential gender differences in motivation to learn Physics with the aim to determine the weakest female motivational components to learn Physics and the contribution of different teaching approaches (using real and virtual experiments) on those components and motivation for learning Physics in general. These two approaches were chosen as the most commonly used approaches in physics but without clear compared indication on females' motivation. The standardized questionnaire SMTSL (Student's Motivation towards Science Learning) is used for the measurements. The results show that for female students the weakest motivational components to learn Physics are the importance of Physics as a science and self-efficacy. Virtual experiments contribute more to females' motivation to learn Physics than applying real experiments. The female students who used real experiments show fear of being laughed at by their male peers and express doubt in their self-knowledge. Although the applied approaches cause some improvements in female students' self-efficacy, they are not statistically significant. Research results suggest that teachers need to apply such teaching approaches that engage girls and encourage their learning and development in order to improve their self-efficacy and other motivational components. PB - NATURE PORTFOLIO, BERLIN T2 - Scientific Reports T1 - Gender motivational gap and contribution of different teaching approaches to female students' motivation to learn physics IS - 1 VL - 12 DO - 10.1038/s41598-022-23151-7 UR - conv_1140 ER -
@article{ author = "Radulović, Branka and Zupanec, Vera and Stojanović, Maja and Budić, Spomenka", year = "2022", abstract = "This research focuses on potential gender differences in motivation to learn Physics with the aim to determine the weakest female motivational components to learn Physics and the contribution of different teaching approaches (using real and virtual experiments) on those components and motivation for learning Physics in general. These two approaches were chosen as the most commonly used approaches in physics but without clear compared indication on females' motivation. The standardized questionnaire SMTSL (Student's Motivation towards Science Learning) is used for the measurements. The results show that for female students the weakest motivational components to learn Physics are the importance of Physics as a science and self-efficacy. Virtual experiments contribute more to females' motivation to learn Physics than applying real experiments. The female students who used real experiments show fear of being laughed at by their male peers and express doubt in their self-knowledge. Although the applied approaches cause some improvements in female students' self-efficacy, they are not statistically significant. Research results suggest that teachers need to apply such teaching approaches that engage girls and encourage their learning and development in order to improve their self-efficacy and other motivational components.", publisher = "NATURE PORTFOLIO, BERLIN", journal = "Scientific Reports", title = "Gender motivational gap and contribution of different teaching approaches to female students' motivation to learn physics", number = "1", volume = "12", doi = "10.1038/s41598-022-23151-7", url = "conv_1140" }
Radulović, B., Zupanec, V., Stojanović, M.,& Budić, S.. (2022). Gender motivational gap and contribution of different teaching approaches to female students' motivation to learn physics. in Scientific Reports NATURE PORTFOLIO, BERLIN., 12(1). https://doi.org/10.1038/s41598-022-23151-7 conv_1140
Radulović B, Zupanec V, Stojanović M, Budić S. Gender motivational gap and contribution of different teaching approaches to female students' motivation to learn physics. in Scientific Reports. 2022;12(1). doi:10.1038/s41598-022-23151-7 conv_1140 .
Radulović, Branka, Zupanec, Vera, Stojanović, Maja, Budić, Spomenka, "Gender motivational gap and contribution of different teaching approaches to female students' motivation to learn physics" in Scientific Reports, 12, no. 1 (2022), https://doi.org/10.1038/s41598-022-23151-7 ., conv_1140 .