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Abstract Title: Gender Differences in Student Responses to Peer Instruction
Abstract: Laws, et al. [1] found that upper-year female students responded the most negatively to Workshop Physics. Our recent study on student responses to Peer Instruction also found that females rated these methods more negatively, even when controlling for precourse beliefs and expectations.  In this poster I will present student interview data exploring the differences between male and female responses to both traditionally-taught and PI-taught introductory physics courses.

[1] Laws, et al. (1999) Am. J. Phys. 67, S1.
Abstract Type: Targeted Poster
Targeted Session: Does PER-Based Instruction Help Underrepresented Groups Succeed, and How Can It Do So Better?

Author/Organizer Information

Primary Contact: Jessica Watkins
Division of Engineering and Applied Science, Harvard University
and Co-Presenter(s)
Eric Mazur
Division of Engineering and Applied Science
Harvard University
mazur -at- physics.harvard.edu