Gender differences in examination-type preferences, test anxiety, and academic achievements in college science education—a case study

1990 ◽  
Vol 74 (6) ◽  
pp. 597-608 ◽  
Author(s):  
Uri Zoller ◽  
David Ben-Chaim
Keyword(s):  
Gender Differences ◽  
Science Education ◽  
Test Anxiety ◽  
Academic Achievements ◽  
College Science

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

Voices Inside Schools - Historical Perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom

2000 ◽  
Vol 70 (3) ◽  
pp. 370-405 ◽  
Author(s):  
Zachary Dean Sconiers ◽  
Jerry Lee Rosiek
Keyword(s):  
Science Education ◽  
Educational Equity ◽  
Narrative Structure ◽  
School Science ◽  
Theory And Practice ◽  
Full Detail ◽  
Sonata Form ◽  
Equity Issues ◽  
University Researcher

In this article, middle school science teacher Zachary Sconiers and university researcher Jerry Rosiek introduce the sonata-form case study, a narrative structure designed to document teachers' understandings of how subject matter and sociocultural influences intersect in the classroom. Written in collaboration with the Fresno Science Education Equity Teacher Research Project, this case study is told from the perspective of Jerome Jameson, a fictional chemistry teacher, whose story is based on Sconiers's actual teaching experiences. Also integrated into the narrative are Sconiers's in-depth reflections on the connections between his commitment to science education and his commitment to promoting educational equity. The sonata-form case study is followed by an afterword, written by Rosiek and Sconiers, that describes this unique methodology for teacher inquiry in full detail. The writing process for the case study was extensive and iterative: the two authors worked closely over the course of a year to develop the narrative, with Rosiek taking the lead on revising and editing. With this case study, Sconiers and Rosiek highlight the critical need for a new form of educational research, one that "builds bridges between the discourses of educational excellence and educational equity, as well as between theory and practice."

scholarly journals On the reproduction of gender inequality in the premium effect of the Internet on wage: A case study based on data from the Chinese Women’s Status Survey (third phase)

2018 ◽  
Vol 4 (1) ◽  
pp. 145-163
Author(s):  
Jiachi Zhuang ◽  
Aiyu Liu ◽  
Chao Sun
Keyword(s):  
Gender Differences ◽  
Human Capital ◽  
Gender Inequality ◽  
The Internet ◽  
Average Wage ◽  
Internet Resources ◽  
Third Phase ◽  
Gender Perception ◽  
Internet Users

By using the Propensity Score Matching model, this study proves the existence of an Internet premium effect. After other factors are controlled, it is found that the average wage income of Internet users is 1.38 times that of non-users. At the same time, there are significant gender differences in the premium effect of the Internet on wages: Women’s Internet wage premium is 90.6% that of men. Furthermore, it is found that the Internet premium effect on wages is highly related to users’ online behaviors. Compared with female users, male users are more inclined to use Internet resources to acquire knowledge and human capital; among female users, those with a greater conception of gender equality are more inclined to use the Internet for learning and accumulation of human capital. Using the framework of previous research on gender inequality in cyberspace, this study focuses on how gender perception influences Internet users’ preferences and ways of using the Internet, which is an important cause and mechanism of reproduction of gender inequality in cyberspace.

scholarly journals The Prevalence of Cyberbullying among Adolescents: A Case Study of Middle Schools in Vietnam

2021 ◽  
Vol 4 (3) ◽  
pp. p1
Author(s):  
To Phuong Oanh
Keyword(s):  
Gender Differences ◽  
Middle School Students ◽  
Instant Messaging ◽  
The Internet ◽  
School Students ◽  
Phone Calls ◽  
Mobile Telephones ◽  
Almost All ◽  
State Schools

This paper aims to investigate the prevalence of cyberbullying among Vietnamese adolescents. Special emphasis was placed on gender differences regarding different forms of cyberbullying and victimization. In this study, 200 middle school students from four state schools in Vietnam were online surveyed to obtain information about the prevalence of cyberbullying and victimization. The results show that most of the students used the Internet daily and that almost all of them possess mobile telephones. On average, 7% of students reported that they have cyberbullied others online, whilst 14% of them were victims of cyberbullying. The most common types of victimization reported by students were harassment including “prank or silent phone calls” or “Insults on instant messaging and website”. There were not any significant gender differences in cyberbullying and being victimized by cyberbullies than females.

scholarly journals TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL

2019 ◽  
Vol 77 (5) ◽  
pp. 636-649
Author(s):  
Valentina Piacentini ◽  
Ana Raquel Simões ◽  
Rui Marques Vieira
Keyword(s):  
Science Education ◽  
Foreign Language ◽  
Science Teachers ◽  
Science Studies ◽  
Mother Tongue ◽  
Integrated Learning ◽  
Teacher Interviews ◽  
Verbal Language

The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.

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