1,309
Views
11
CrossRef citations to date
0
Altmetric
Articles

Gender differences in attitude towards science: methodology for prioritising contributing factors

, ORCID Icon &
Pages 89-112 | Received 18 Mar 2019, Accepted 02 Dec 2019, Published online: 11 Dec 2019

References

  • Abraham, J., & Barker, K. (2015). Exploring gender difference in motivation, engagement and enrolment behaviour of senior secondary physics students in New South Wales. Research in Science Education, 45(1), 59–73.
  • Abrahams, I., & Saglam, M. (2010). A study of teachers’ views on practical work in secondary schools in England and Wales. International Journal of Science Education, 32(6), 753–768.
  • The Academy of Sciences of Hong Kong. (2016). Science, technology and mathematics education in the development of the innovation and technology ecosystem of Hong Kong. Hong Kong: The Academy of Sciences of Hong Kong.
  • Andrich, D. (1978). Rating formulation for ordered response categories. Psychometrika, 43(4), 561–573.
  • Andrich, D. (2010). Sufficiency and conditional estimation of person parameters in the polytomous Rasch model. Psychometrika, 75(2), 292–308.
  • Angell, C., Guttersrud, Ø, Henriksen, E., & Isnes, A. (2004). Physics: Frightful, but fun. Science Education, 88(5), 683–706.
  • Assessment and Qualifications Alliance. (2007). The number of entries to A-level examination in sciences and mathematics 1985–2007. Retrieved from http://www.iop.org/policy/statistics/education/page_43188.html
  • Baram-Tsabari, A., & Yarden, A. (2008). Girls’ biology, boys’ physics: Evidence from free-choice science learning settings. Research in Science & Technological Education, 26(1), 75–92.
  • Barmby, P., & Defty, N. (2006). Secondary school pupils’ perceptions of physics. Research in Science & Technological Education, 24(2), 199–215.
  • Barnes, G., McInerney, D. M., & Marsh, H. W. (2005). Exploring sex differences in science enrolment intentions: An application of the general model of academic choice. The Australian Educational Researcher, 32(2), 1–24.
  • Bathgate, M. E., Schunn, C. D., & Correnti, R. (2014). Children’s motivation toward science across contexts, manner of interaction, and topic. Science Education, 98(2), 189–215.
  • Bersntein, J. (2008). Physicists on Wall Street and other essays on science and society. New York: Springer.
  • Bond, T., & Fox, C. M. (2015). Applying the Rasch model: Fundamental measurement in the human sciences. Oxford: Routledge.
  • Boone, W. (1997). Science attitudes of selected middle school students in China: A preliminary investigation of similarities and differences as a function of gender. School Science and Mathematics, 97(2), 96–103.
  • Brok, P. D., Fisher, D., & Scott, R. (2005). The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes. International Journal of Science Education, 27(7), 765–779.
  • Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049–1065.
  • Cerini, B., Murray, I., & Reiss, M. (2003). Student review of the science curriculum. Major findings. London: Planet Science/Institute of Education University of London/Science Museum.
  • Cerinsek, G., Hribar, T., Glodez, N., & Dolinsek, S. (2013). Which are my future career priorities and what influenced my choice of studying sciene, technology, engineering or mathematics? Some insights on educational choice – Case of Slovenia. International Journal of Science Education, 35(17), 2999–3025.
  • Cheng, M. W., Yung, B. H. W., & Wong, S. L. (2006). Gender differences in students’ performance. In B. H. W. Yung (Ed.), Learning from TIMSS: Implications for teaching and learning science at the junior secondary level (pp. 51–74). Hong Kong: The Government of the Hong Kong Special Administrative Region.
  • Chetcuti, D. A., & Kioko, B. (2012). Girls attitudes towards science in Kenya. International Journal of Science Education, 34(10), 1571–1589.
  • Chung, K. T., Wong, Y. F., & Sau, Y. C. (2003). Physics for tomorrow 2: Mechanics. Hong Kong: Manhattan Press.
  • Collis, B. A., & Williams, R. L. (1987). Cross cultural comparison of gender differences in adolescents’ attitudes towards computer and selected school subjects. Journal of Educational Research, 81, 17–27.
  • Crawley, F. E., & Black, C. B. (1992). Causal modeling of secondary science students’ intentions to enroll in physics. Journal of Research in Science Teaching, 29(6), 585–599.
  • Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. (2007). Science education key learning area. Retrieved from World Wide Web http://www.edb.gov.hk/attachment/en/curriculum-development/kla/science-edu/phy_final_e_20091005.pdf
  • Farenga, S. J., & Joyce, B. A. (1999). Intentions of young students to enroll in science courses in the future: An examination of gender differences. International Journal of Science Education, 83, 55–75.
  • Fields, D. A. (2009). What do students gain from a week at science camp? Youth perceptions and the design of an immersive, research-oriented astronomy camp. International Journal of Science Education, 31(2), 151–171.
  • Fort, D. C., & Varney, H. L. (1989). How students see scientists: Mostly male, mostly white, and mostly benevolent. Science and Children, 26(8), 8–13.
  • Fraser, B. J. (1981). Test of science-related attitudes. Victoria: The Australian Council for Educational Research Limited.
  • Freeman, M. (2002). The influence of laboratory instruction on science achievement and attitude towards science across gender differences. Journal of Women and Minorities in Science and Engineering, 8(2), 191–200.
  • Fung, Y. Y. H. (2002). A comparative study of primary and secondary school students’ images of scientists. Research in Science & Technological Education, 20(2), 199–213.
  • Fung, P. C. W., & Tsang, K. K. (2003). Physics Now: Electricity and Magnetism (Teacher’s Edition). Hong Kong: Hong Kong Macmillan New Asia.
  • Gardner, P. L. (1975). Attitudes to science: A review. Studies in Science Education, 2, 1–41.
  • George, R. (2000). Measuring change in students’ attitudes toward science over time: An application of latent variable growth modeling. Journal of Science Education and Technology, 9(3), 213–225.
  • George, R. (2006). A cross-domain analysis of change in students’ attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571–589.
  • Gogolin, L., & Swartz, F. (1992). A quantitative and qualitative inquiry into the attitude-toward- science of nonscience college students. Journal of Research in Science Teaching, 29(5), 487–504.
  • Hazari, Z., Tai, R. H., & Sadler, P. M. (2007). Gender differences in introductory university physics performance: The influence of high school physics preparation and affective factors. Science Education, 91(6), 847–876.
  • Hodson, D. (1990). A critical look at practical work school science. School Science Review, 70(256), 33–40.
  • Hoffmann, L. (2002). Promoting girls’ interest and achievement in physics classes for beginners. Learning and Instruction, 12, 447–465.
  • Holstermann, N., Grube, D., & Bögeholz, S. (2009). Hands-on activities and their influence on students‘ interest. Research in Science Education, 40(5), 743–757.
  • Institute of Physics. (2001). Physics- Building a flourishing future: Report of the inquiry into undergraduate physics. Retrieved from http://www.iop.org/activity/policy/Projects/Achieve/file_6418.pdf
  • JUPAS. (2014). Programme information. Retrieved from World Wide Web http://www.jupas.edu.hk/en/j4/programme-information
  • Kahle, J., Parker, L., Rennie, L., & Riley, D. (1993). Gender differences in science education: Building a model. Educational Psychologist, 28(4), 379–404.
  • Kind, P., Jones, K., & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871–893.
  • Krapp, A., & Prenzel, M. (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50.
  • Krogh, L. B., & Thomsen, P. V. (2005). Studying students’ attitudes towards science from a cultural perspective but with a quantitative methodology: Border crossing into the physics classroom. International Journal of Science Education, 27(3), 281–302.
  • Labudde, P., Herzog, W., Neuenschwander, M. P., Violi, E., & Gerber, C. (2000). Girls and physics: Teaching and learning strategies tested by classroom interventions in grade 11. International Journal of Science Education, 22(2), 143–157.
  • Lee, J. D. (2002). More than ability: Gender and personal relationships influence science and technology involvement. Sociology of Education, 75, 349–373.
  • Levy, J. (2003). Students’ perceptions of interpersonal aspects of the learning environment. Learning Environment Research, 6, 5–36.
  • Linacre, J. M. (2014). WINSTEPS (Version 3.81.0) [Computer Software]. Chicago, IL: Winsteps.com.
  • Liu, M., Hu, W., Jiannong, S., & Adey, P. (2010). Gender stereotyping and affective attitudes towards science in Chinese secondary school students. International Journal of Science Education, 32(3), 379–395.
  • Logan, M. R., & Skamp, K. R. (2013). The impact of teachers and their science teaching on students’ ‘science interest’: A four year study. International Journal of Science Education, 35(17), 2879–2904.
  • Lynch, P. P., & Ndyetabura, V. L. (1983). Practical work in schools: An examination of teachers’ stated aims and the influence of practical work according to students. Journal of Research in Science Teaching, 20, 663–671.
  • Lyons, T. (2006). The puzzle of falling enrolments in physics and chemistry courses: Putting some pieces together. Research in Science Education, 36(3), 285–311.
  • Marchand, G. C., & Taasoobshirazi, G. (2013). Stereotype threat and women’s performance in physics. International Journal of Science Education, 35(18), 3050–3061.
  • Martin, M. O., Mullis, I. V. S., & Foy, P. (2008). TIMSS 2007 international science report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades. . Chestnut Hill, MA: Boston College.
  • Martin, M. O., Mullis, I. V. S., González, E. J., & Ghrostowski, S. J. (2004). TIMSS 2003 international science report: Findings from IEA’s trends in international mathematics and science study at the eighth and fourth grades. Chestnut Hill, MA: Boston College.
  • Mason, C. L., & Kahle, J. B. (1989). Students attitude towards science and science-related careers: A program designed to promote a stimulating gender-free learning environment. Journal of Research in Science Teaching, 26, 25–39.
  • Michael, O. M., Ina, V. S. M., & Pierre, F. (2011). TIMSS 2011 international results in science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Michael, O. M., Mullis, I. V. S., Foy, P., & Stance, G. M. (2012). TIMSS 2011 international results in science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Misiti, F. L., Jr., Shrigley, R. L., & Hanson, L. (1991). Science attitude scale for middle school students. Science Education, 75, 525–540.
  • Murphy, C., & Beggs, J. (2003). Children’s perceptions of school science. School Science Review, 84(308), 109–116.
  • Murphy, P., & Whitelegg, E. (2006). Girls in the physics classroom: A review of the research on the participation of girls in physics. London: Institute of Physics.
  • Myeong, J., & Crawley, F. E. (1993). Predicting and understanding Korean high school students’ science track choice: Testing the theory of reasoned action by structural equation modeling. Journal of Research in Science Teaching, 30(4), 381–400.
  • National Science Board. (2014). Science and engineering indicators 2014. Arlington, VA: National Science Foundation.
  • National Science Foundation, Division of Science Resource Statistics. (2004). Science and engineering degrees: 1966–2001. Retrieved from http://www.nsf.gov/statistics/nsf04311/sectb.htm
  • National Science Foundation, National Center for Science and Engineering Statistics. (2013). Women, minorities, and persons with disabilities in science and engineering: 2013. Special Report NSF 13-304. Arlington, Retrieved from http://www.nsf.gov/statistics/wmpd/
  • OECD. (2014a). PISA 2012 results: What students know and can do – Student performance in mathematics, reading and science (Volume I, revised edition, February 2014), PISA, OECD Publishing. doi:10.1787/9789264201118-en.
  • OECD. (2014b). PISA 2012 results: Creative problem solving: Students’ skills in tackling real-life problems (Volume V), PISA, OECD Publishing. doi: 10.1787/9789264208070-en
  • Ogunjuyigbe, P. O., Ojofeitimi, E. O., & Akinlo, A. (2006). Science education in Nigeria: An examination of people’s perceptions about female participation in science, mathematics and technology. Journal of Science Education and Technology, 15(3–4), 277–284.
  • Oon, P. T., & Subramaniam, R. (2011a). On the declining interest in physics among students—From the perspective of teachers. International Journal of Science Education, 33(5), 727–746.
  • Oon, P. T., & Subramaniam, R. (2011b). Rasch modeling of a scale that explores the take-up of Physics among school students from the perspective of teachers. In R. F. Cavanagh & R. F. Waugh (Eds.), Applications of Rasch measurement in learning environments research (pp. 119–139). Rotterdam: Sense Publishers.
  • Oon, P. T., & Subramaniam, R. (2013). Factors influencing Singapore students’ choice of physics as a tertiary field of study: A Rasch analysis. International Journal of Science Education, 35(1), 86–118.
  • Organization for Economic Cooperation and Development. (2005). OECD education online database. Retrieved November 4, 2005, from http://www1.oecd.org/scripts/cde/members/linkpage.html
  • Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
  • Pell, A. W., & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23(8), 847–862.
  • Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests (Reprint, with Foreword and Afterword by B. D. Wright, Chicago: University of Chicago Press, 1980). Copenhagen: Danmarks Paedogogiske Institut.
  • Reid, N., & Skryabina, E. A. (2002). Attitudes towards physics. Research in Science & Technological Education, 20(1), 67–81.
  • Reid, N., & Skryabina, E. A. (2003). Gender and physics. International Journal of Science Education, 25(4), 509–536.
  • Samuelsson, M., & Samuelsson, J. (2016). Gender difference in boys’ and girls’ perception of teaching and learning mathematics. Open Review of Education Research, 3(1), 18–34.
  • Sharpe, R., & Abrahams, I. (2019, April). Secondary school students’ attitudes to practical work in biology, chemistry and physics in England. Research in Science & Technological Education.
  • Simpson, R. D., & Oliver, J. S. (1985). Attitude towards science and achievement motivation profiles of male and female students in grade six through ten. Science Education, 69, 511–526.
  • Smithers, A., & Robinson, P. (2008). What can be done to increase the take-up of A-level physics. School Science Review, 89(328), 49–59.
  • Spall, K., Barrett, S., Stanisstreet, M., Dickson, D., & Boyes, E. (2003). Undergraduates’ views about biology and physics. Research in Science & Technological Education, 21(2), 193–208.
  • Stadler, H., Duit, R., & Benke, G. (2000). Do boys and girls understand physics differently? Physics Education, 35(6), 417–422.
  • Stokking, K. M. (2000). Predicting the choice of physics in secondary education. International Journal of Science Education, 22(12), 1261–1283.
  • Taber, K. S. (1992). Girls’ interactions with teachers in mixed physics classes: Results of classroom observation. International Journal of Science Education, 14(2), 163–180.
  • Tamjid, M., & Michael, J. R. (2013a). Inequality in experiences of physics education: Secondary girls’ and boys’ perceptions of their physics education and intentions to continue with physics after the age of 16. International Journal of Science Education, 35(11), 1824–1845.
  • Tamjid, M., & Michael, J. R. (2013b). What sort of girl wants to study physics after the age of 16? Findings from a large-scale UK survey. International Journal of Science Education, 35(17), 2979–2998.
  • Tao, P. K., & Lee, H. M. (2006). New physics at work 2: Electricity and magnetism, atomic physics (teacher’s Edition). Hong Kong: Oxford University Press.
  • Tobin, K. (1988). Differential engagement of males and females in high school science. International Journal of Science Education, 10(3), 239–252.
  • Wan, Z. H., & Lee, J. C. K. (2017). Hong Kong secondary school students’ attitudes towards science: A study of structural models and gender differences. International Journal of Science Education, 39(5), 507–527.
  • Wang, T. L., & Berlin, D. (2010). Construction and validation of an instrument to measure Taiwanese elementary students’ attitudes toward their science class. International Journal of Science Education, 32(18), 2413–2428.
  • Williams, C., Stanisstreet, M., Spall, K., Boyes, E., & Dickson, D. (2003). Why aren’t secondary students interested in physics. Physics Education, 38(4), 324–329.
  • Wolfe, E. W., & Smith, Jr. E. V. (2007). Instrument development tools and activities for measure validation using Rasch models: Part I – Instrument development tools. Journal of Applied Measurement, 8(1), 97–123.
  • Woods, P. (1979). The divided school. London: Routledge & Kegan Paul.
  • Woolnough, B. E. (1993). Teachers’ perception of reasons students choose for, or against, science and engineering. School Science Review, 75, 270.
  • Wright, B. D. (1996). Comparing Rasch measurement and factor analysis. Structural Equation Modeling, 3, 3–24.
  • Wright, B. D. (1999). Fundamental measurement for psychology. In S. E. Embretson & S. L. Hershberger (Eds.), The new rules of measurement: What every educator and psychologist should know (pp. 65–104). Hillsdale, NJ: Lawrence Erlbaum.
  • Wright, B. D., & Linacre, J. M. (1996). Reasonable mean-square fit values, Part 2. In J. M. Linacre (Ed.), Rasch measurement transactions (p. 370). Chicago, IL: Mesa Press.
  • Wright, B. D., & Masters, G. N. (1982). Rating scale analysis. Rasch measurement. MESA Press, 5835 S. Kimbark Avenue, Chicago, IL 60637.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.