Abstract
Abstract
This study explores the effects of gendered inquiry-based learning (IBL) practices on other science learning experiences and motivations including STEM (Science, Technology, Engineering, and Mathematics) career aspirations. For this, PISA 2015 data representing the Finnish 15-year-old student population has been selected and analyzed by multiple group structural equation modeling. According to the results, while girls and boys perceived a similar frequency of conducting IBL at school as a student, boys were more aware that students were allowed to conduct high autonomous IBL activities such as designing their own experiments. Also, boys expressed that they got more feedback from their teachers, and it was moderately related to the IBL engagement. Moreover, the result showed that while boys perceived more IBL experiences, the efficacy of the IBL activities was higher for girls since the relationship between IBL and science motivations was stronger for girls compared to boys. Lastly, this study found that a teacher was more prone to undervalue girls’ science performance than boys during IBL. Based on the findings, this study argues that school IBL practices could be a good source for examining gender equity in science education. Also, the findings recommend gender-inclusive science practices at school in order to increase girls’ interest in STEM careers and to enhance the effects of IBL on students’ science achievement.
Funder
University of Eastern Finland (UEF) including Kuopio University Hospital
Publisher
Springer Science and Business Media LLC
Subject
General Mathematics,Education
Reference65 articles.
1. Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504–525.
2. Almukhambetova, A., Torrano, D. H., & Nam, A. (2021). Fixing the leaky pipeline for talented women in STEM. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10239-1
3. Archer, L., Moote, J., MacLeod, E., Francis, B., & DeWitt, J. (2020). ASPIRES 2: Young people’s science and career aspirations, age 10–19. UCL Institute of Education.
4. Asparouhov, T. (2005). Sampling weights in latent variable modeling. Structural Equation Modeling, 12(3), 411–434.
5. Baker, D. (2013). What works: Using curriculum and pedagogy to increase girls’ interest and participation in science. Theory into Practice, 52(1), 14–20.