Gender Construction in Experiment-Based Biology Lessons

Experimental investigations are an integral part of biology education because they demonstrate essential methods of obtaining knowledge in the natural sciences and generate high levels of learning activity. However, gender differences can arise during experimentation just as in other teaching situat...

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Bibliographic Details
Published in:Education sciences 2018-09, Vol.8 (3), p.115
Main Authors: Kokott, Kira, Lengersdorf, Diana, Schlüter, Kirsten
Format: Article
Language:English
Subjects:
Active Learning
Behavior
Behavior Standards
Biology
biology education
Caring
Children & youth
Classrooms
College Students
Construction (Process)
Cooperative Learning
Educational Practices
experiments
Females
Femininity
film image sequence analysis
Foreign Countries
gender construction
Gender Differences
Gender identity
Gender Issues
Inquiry
Inquiry method
Learning
Males
Physical Characteristics
Science Education
Science Equipment
Science Experiments
Science Instruction
Scientific Principles
Self Concept
Sex Role
Sex Stereotypes
Sexes
Social Environment
Society
Student Behavior
Students
Teaching methods
video study
Video Technology
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Summary:Experimental investigations are an integral part of biology education because they demonstrate essential methods of obtaining knowledge in the natural sciences and generate high levels of learning activity. However, gender differences can arise during experimentation just as in other teaching situations. This article shows examples of social gender construction that may occur in experimental work. To this end, experimental group work was recorded on video and was assessed by the method of film image sequence analysis. The video segments revealed clearly distinguishable behavioral patterns used by the students to establish an identification as a girl or boy. For example, gender-related differences referred to preferring household appliances (girls) or technical instruments (boys) when experimenting, and acting in an attentive (girls) or attention seeking way (boys) during group work. The disadvantage of these patterns is that they may restrict the unfettered development of the personality and, among other things, make it difficult for girls to feel competitive in experimental sciences. In order to balance the situation, teachers must be able to notice these patterns and must know about strategies to broaden students’ behavioral range. Concrete proposals for such strategies being applicable in biology lessons but also in other subjects are given in the discussion of this article.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci8030115