Abstract
In this paper we present first findings from a study on gender differences in physics education based on a questionnaire addressing four different areas: 1. Attitude and interest, 2. Epistemology, 3. Knowledge of basic physics, 4. Awareness of gender differences in physics. We discuss the interplay of interest, epistemological stances, ways of conceiving physics and gender. Contrary to our expectations, we did not find clear relations between gender and epistemological stances as well as between gender and conceiving physics. Instead we found class effects (self-selection in tracks), and answers on open-ended questions hint at an intricate relationship between understanding and (gendered) interest patterns.
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© 2003 Springer Science+Business Media Dordrecht
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Benke, G., Stadler, H. (2003). Students’ Positions in Physics Education. A Gendered Perspective. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_9
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DOI: https://doi.org/10.1007/978-94-017-0165-5_9
Publisher Name: Springer, Dordrecht
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