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Boys' and Girls' written responses to PISA science questions
Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ämnesdidaktik och matematik.
Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ämnesdidaktik och matematik.
Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier.
Specialpedagogiska myndigheten.
2017 (engelsk)Inngår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, nr 2, s. 149-162Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

For the first time student responses to science questions from the Swedish PISA 2006 Main Study and the PISA 2015 Field Trial have been used in order to investigate differences in boys’ and girls’ written responses. Students’ correct and incorrect answers to the science questions are studied with respect to response length, the number of everyday words used, and the inclusion of nouns and long words in the responses. The results reveal that girls give longer and denser correct responses to most of the questions, compared to boys. The difference in response length cannot be explained by girls’ excessive use of the most common Swedish words, since boys and girls use the same proportion of these words. For incorrect answers the only difference between boys and girls is in the response length, since girls give longer answers than boys.

sted, utgiver, år, opplag, sider
2017. Vol. 13, nr 2, s. 149-162
Emneord [en]
PISA Science Questions, written ansers, gendered differences
HSV kategori
Identifikatorer
URN: urn:nbn:se:miun:diva-30596DOI: 10.5617/nordina.4023OAI: oai:DiVA.org:miun-30596DiVA, id: diva2:1088731
Tilgjengelig fra: 2017-04-14 Laget: 2017-04-14 Sist oppdatert: 2018-01-15bibliografisk kontrollert
Inngår i avhandling
1. Att kommunicera skolans naturvetenskap: ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
Åpne denne publikasjonen i ny fane eller vindu >>Att kommunicera skolans naturvetenskap: ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
2017 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research.

Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language.

Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent.

Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space.

sted, utgiver, år, opplag, sider
Sundsvall: Mid Sweden University, 2017. s. 98
Serie
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 260
Emneord
Naturvetenskaplig kommunikation, positionering, genus, Mixed Methods Research
HSV kategori
Identifikatorer
urn:nbn:se:miun:diva-30611 (URN)978-91-88527-12-7 (ISBN)
Disputas
2017-06-02, E409, Sundsvall, 10:15 (svensk)
Opponent
Veileder
Merknad

Vid tidpunkten för disputationen var följande delarbete opublicerat: delarbete 3 accepterat.

At the time of the doctoral defence the following paper was unpublished: paper 3 accepted.

Tilgjengelig fra: 2017-04-19 Laget: 2017-04-19 Sist oppdatert: 2017-04-19bibliografisk kontrollert

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