Researchers who found that Calculus I pushes 1.5 times as many women as men out STEM majors suggest that women’s confidence in their ability matters more in their decision to switch than their demonstrated ability.
Published by WILEY Elizabeth F. Barkley is the author of several widely used books on active learning in the classroom
The authors of this article test five factors commonly proposed to positively impact the female students’ choice of a career in physical science. Of these five factors, they find that the only one to have a positive effect was the explicit discussion of the underrepresentation of women in physics. Further study of this factor finds that it creates opportunity for students’ preconceptions of the world of science on a professional and educational level to change, and thus facilitates the development of a female students’ physics identity.
Published by The National Academy Press The National Academies has released Barriers and Opportunities for 2-Year and 4-Year STEM Degrees. This report
The study explores the relationship between quality of study and frequency of study and the role the two play in an at-risk students’ academic performance. The results offer a path for these students to succeed in General chemistry, and the methodology offers a potential avenue for evaluating future efforts to improve student success.
This article features a special collection highlighting the current state of the field of physics education research as it relates to preparing and supporting physics educators at colleges and universities.
College and university faculty members should work with mentors, coaches and colleagues to continually reflect on their own practice of teaching, write Kenneth Sharpe and Elizabeth Bolton.
The definition of what is considered “conceptual understanding” may differ from educator to educator. In this study, the authors have amassed the definitions from thousands of instructors to identify a consensus articulation of what conceptual understanding is.