Testing an engineering design teaching technique for improving female self-efficacy and belonging in Physics 11 classrooms

Girls participate equally with boys in Physics11 classrooms in the Greater Victoria Region in BritishColumbia but exhibit lower levels of self-efficacy inphysics, lower beliefs in control over their own destinyand lower perceptions of the value of physics as a career.The hypothesis tests a new parad...

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Published in:Proceedings of the Canadian Engineering Education Association (CEEA) 2018-12
Main Author: Tarnai-Lokhorst, Katherina V.
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description Girls participate equally with boys in Physics11 classrooms in the Greater Victoria Region in BritishColumbia but exhibit lower levels of self-efficacy inphysics, lower beliefs in control over their own destinyand lower perceptions of the value of physics as a career.The hypothesis tests a new paradigm for teachinghigh school physics that is demonstrably simple toimplement, eases teacher workload and creates aneffective tool to enhance student learning. Developedusing participatory action research with Physics 11teachers, an unconventional lesson plan guidesfacilitators of learning through a discovery-basedteaching paradigm that constructs knowledge using theengineering design process.Survey data reveals the activity may significantlydispel gendered perceptions by eliminating differences in beliefs of boys and girls in Physics 11 and increasestudents’ level of comfort in the classroom, factorspredicted to influence self-efficacy.
doi_str_mv 10.24908/pceea.v0i0.13102
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title Testing an engineering design teaching technique for improving female self-efficacy and belonging in Physics 11 classrooms
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