Achievements and attitudinal patterns of boys and girls in science

Tamar Levin · Naama Sabar · Zipora Libman

45 citations0/0 files storedJournal of Research in Science Teaching

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Education, Achievement, and Giftedness Science Education and Pedagogy Career Development and Diversity

Abstract

Abstract Data from the 1983–84 Israeli IEA (International Association for the Evaluation of Education Achievement) science study were used to explore gender‐related differences (and their determinants) in the learning of science. The sample was composed of 1,934 ninth‐grade students. The study involved several measures of science learning, ten attitudinal measures, and items and errors classification. Differences between boys and girls were observed in some measures of science performance–‐particularly in the physical sciences, in items with lower estimates of “opportunity to learn,” and in specific kinds of errors. Gender‐related differences were also observed in the predictive model of achievement, using science‐specific affective measures. The discussion raises the cognitive and affective readiness of boys and girls for learning science.

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References

1981Naive beliefs in “sophisticated” subjects: misconceptions about trajectories of objects 1983The myth of equality in science classrooms 1982The missing half girls and science education 1983Affect, Ability, and Science Achievement: A Quantitative Synthesis of Correlational Research 1983A meta‐analysis of the relationship between science achievement and science attitude: Kindergarten through college 1983The relationship of student characteristics and student performance in science as viewed by meta‐analysis research 1984Females and science achievement: Evidence, explanations, and implications 1986Relationships of attitudes toward self, family, and school with attitude toward science among adolescents

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1998Pupils’ Attitudes to Science in Key Stage 3 of the National Curriculum: a study of pupils in South Wales

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