(adopted from the resource letter of Ms Chung Ka Man's M.Phil thesis. Copyright Department of Physics CUHK)
- Girls and physics: teaching and learning strategies tested by classroom interventions in grade 11
Labudde P., Herzog W., Neuenschwander M.P., Violi E., Gerber C., Int. J. Sci. Educ., Vol. 22 (2), 143-157, 2000
Various strategies for testing gender difference in learning physics are evaluated. The results show that the effective ways
for girls to develop positive attitudes in science learning are to use student-orientated approach and to teach physics concepts with everyday life examples.
- The gender gap and discriminating power in the National Curriculum Key Stage three science assessments in English and Wales
Preece P.F.W., Skinner N.C., Riall R.A.H., Int. J. Sci. Educ., Vol. 21 (9), 979-987, 1999
Genders different in science achievements are analyzed. The report showed that male performs better than female on various science subjects, especially in physics and physical science questions.
Format of assessment, question styles, teacher's teaching styles and choosing teaching contexts for teaching are justified as the causes of the results.
- Changing pupils' attitudes to careers in science
Woolnough B.E., Phys. Educ., Vol. 31 (5), 301-308, Sept.1996
The paper analyzed statistical results and discussed the attitudes to careers in science in different sexual groups.
- Gender differences in small group discussion in physics
Alexopoulou E, Driver R, Int. J. Sci. Educ., Vol.19 (4), 393-406, Apr.-May 1997
This paper focuses on gender differences in discussion modes. 86 aged 14-15 students came from Athens participated. The findings of this study showed that males tended to progress through confrontational discussions whereas females appeared to need to maintain an underlying sense of consensus so as to explore their ideas and hence progress.