Gender differences in science education: The double-edged role of prior knowledge in physics

• Published in: Roeper review Vol. 21; no. 2; pp. 101 - 106
• Main Authors: Dresel, Markus, Ziegler, Albert, Broome, Patrick, Heller, Kurt A.
• Format: Journal Article
• Language: English
• Published: Bloomfield Hills Taylor & Francis Group 01.12.1998; Taylor & Francis Inc
• Subjects: Academic Achievement; Academically Gifted; Advanced Courses; Cognitive Ability; Females; Foreign Countries; Gender Differences; Germany; Gifted; Grade 7; Grade 8; Junior High Schools; Majors (Students); Males; Physics; Prior Learning; Psychometrics; Science Education; Science Instruction; Science Tests; Sex Differences; Socialization; Teaching Methods; Germany
• ISSN: 0278-3193; 1940-865X
• DOI: 10.1080/02783199809553939

This study investigated gender-related differences in prior knowledge in physics that were present before the start of initial physics instruction and the influence of prior knowledge in physics on future achievement in 8th grade German physics courses. The present data was collected prior to initial physics instruction. Mildly gifted students (average IQ= 111) in the 7th grade of German Gymnasium (547 girls and 641 boys) were asked about their prior knowledge in physics. In comparison to boys, many girls achieved lower overall-scores in the applied test of prior knowledge in physics. These findings were strongest for questions dealing with the more theoretical concept of mechanics. Only moderate gender-differences appeared in areas concerning everyday experiences. As expected, girls received poorer mid-year grades. In predicting subsequent achievement in physics, neither prior knowledge nor ability explained the gender differences evident in this study. Furthermore, the results verify that gifted children, who have acquired substantial amounts of prior knowledge in physics, have problems replacing (faulty) naive physical concepts with proper concepts. This difficulty was more pronounced among the boys.