Reducing the gender gap in the physics classroom

By Mercedes Lorenzo, C. H. Crouch, E. Mazur. 2006

456 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1aef57f49d721e3823da01d66eabdabb6ab44ee6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Natalie R. Nielsen
2. Jennifer Docktor
3. Eleanor C. Sayre
4. Jose P. Mestre
5. Adrian M. Madsen
6. Sarah L. Eddy
7. Sarah B. McKagan

In Education

1. Natalie R. Nielsen
2. Sarah L. Eddy
3. S. Freeman
4. Jennifer Docktor
5. M. Wenderoth
6. E. Phillips
7. Eleanor C. Sayre
8. Anne Mcdaniel

Citations in the corpus

• Promising practices in undergraduate science, technology, engineering, and mathematics education : summary of two workshops (2011, methodology): “In Harvard University physics classes that used a variety of interactive strategies—including the University of Washington tutorials—the gender gap between the FCI scores of male and female students disappeared (Lorenzo, Crouch, and Mazur, 2006).”
• Gender gap on concept inventories in physics: what is consistent, what is inconsistent,and what factors influence the gap? (2013, methodology): “[15] at Harvard University, as the level of interactive engagement increased, the gender gap on the FCI decreased on the posttest.”
• Gender and Education (2018, background): “Further, female physics students are often described as being diligent, neat and closely following the prescribed assignments (see, for example, Lorenzo, Crouch, and Mazur 2006; Robertson 2006; Williams et al. 2003).”
• Active learning increases student performance in science, engineering, and mathematics (2014, background): “Finally, the data suggest that STEM instructors may begin to question the continued use of traditional lecturing in everyday practice, especially in light of recent work indicating that active learning confers disproportionate benefits for STEM students from disadvantaged backgrounds and for female ”
• Synthesis of Discipline-Based Education Research in Physics. (2014, background): “Lorenzo, Crouch, and Mazur [391] claim that interactive engagement instructional strategies such as Peer Instruction at Harvard reduce or eliminate the preinstruction gender gap in FCI scores.”