Gender Differences in Science-Lesson Behaviours

Describes the interactions of high school girls and boys during coeducational science lessons. Analyses of the audiovideo recordings of 144 lessons taught by 12 male teachers indicate that girls were more likely to initiate classroom discourse. Findings did not support the hypothesis that gender dis...

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Bibliographic Details
Published inInternational journal of science education Vol. 13; no. 4; p. 439
Main Author Hacker, R. G
Format Journal Article
LanguageEnglish
Published 01.10.1991
Subjects
Australia
Classroom Observation Techniques
Discourse Analysis
Foreign Countries
Interaction Process Analysis
Physics
Science Achievement
Science Education
Science Instruction
Science Lesson Analysis System
Secondary Education
Secondary School Science
Sex Differences
Teacher Student Relationship
Australia
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Summary:Describes the interactions of high school girls and boys during coeducational science lessons. Analyses of the audiovideo recordings of 144 lessons taught by 12 male teachers indicate that girls were more likely to initiate classroom discourse. Findings did not support the hypothesis that gender disparity in science achievement in favor of boys results from differential treatment during science lessons. (Author/JJK)
ISSN:0950-0693
DOI:10.1080/0950069910130407