Journal Article Detail Page
written by
Pasi Nieminen, Antti Savinainen, and Jouni Viiri
This quantitative case study used a pre- and posttest design for exploring the gender differences in secondary school students' (n=131, 45 males and 86 females) learning of the force concept when an interactive engagement type of teaching was used. In addition, students' ability to interpret multiple representations (i.e., representational consistency) was documented by a pre- and posttest and scientific reasoning ability by a pretest only. Males significantly outperformed females in learning of the force concept, pre- and posttest representational consistency, and pretest scientific reasoning. However, the gender difference in learning of the force concept was not significant when ANCOVA was conducted using pretest results of representational consistency and scientific reasoning as covariates. This appeared to indicate that the gender difference in learning gain was related to students' abilities before the instruction. Thus, the teaching method used was equally effective for both genders. Further, our quantitative finding about the relation between representational consistency and learning of the force concept supports the assumption that multiple representations are important in science learning.
International Journal of Science and Mathematics Education: Volume 11, Issue 5, Pages 1137-1156
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13779">Nieminen, P, A. Savinainen, and J. Viiri. "Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning." Int. J. Sci. Math. Educ. 11, no. 5, (September 29, 2012): 1137-1156.</a>
AIP Format
P. Nieminen, A. Savinainen, and J. Viiri, , Int. J. Sci. Math. Educ. 11 (5), 1137 (2012), WWW Document, (https://doi.org/10.1007/s10763-012-9363-y).
AJP/PRST-PER
P. Nieminen, A. Savinainen, and J. Viiri, Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning, Int. J. Sci. Math. Educ. 11 (5), 1137 (2012), <https://doi.org/10.1007/s10763-012-9363-y>.
APA Format
Nieminen, P., Savinainen, A., & Viiri, J. (2012, September 29). Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning. Int. J. Sci. Math. Educ., 11(5), 1137-1156. Retrieved December 10, 2024, from https://doi.org/10.1007/s10763-012-9363-y
Chicago Format
Nieminen, P, A. Savinainen, and J. Viiri. "Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning." Int. J. Sci. Math. Educ. 11, no. 5, (September 29, 2012): 1137-1156, https://doi.org/10.1007/s10763-012-9363-y (accessed 10 December 2024).
MLA Format
Nieminen, Pasi, Antti Savinainen, and Jouni Viiri. "Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning." Int. J. Sci. Math. Educ. 11.5 (2012): 1137-1156. 10 Dec. 2024 <https://doi.org/10.1007/s10763-012-9363-y>.
BibTeX Export Format
@article{
Author = "Pasi Nieminen and Antti Savinainen and Jouni Viiri",
Title = {Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning},
Journal = {Int. J. Sci. Math. Educ.},
Volume = {11},
Number = {5},
Pages = {1137-1156},
Month = {September},
Year = {2012}
}
Refer Export Format
%A Pasi Nieminen %A Antti Savinainen %A Jouni Viiri %T Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning %J Int. J. Sci. Math. Educ. %V 11 %N 5 %D September 29, 2012 %P 1137-1156 %U https://doi.org/10.1007/s10763-012-9363-y %O application/pdf
EndNote Export Format
%0 Journal Article %A Nieminen, Pasi %A Savinainen, Antti %A Viiri, Jouni %D September 29, 2012 %T Gender Differences in Learning of the Concept of Force, Representational Consistency, and Scientific Reasoning %J Int. J. Sci. Math. Educ. %V 11 %N 5 %P 1137-1156 %8 September 29, 2012 %U https://doi.org/10.1007/s10763-012-9363-y Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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