UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Gendered science questioning: To boys or not to boys, that is the question

Shirazi, A; Amos, R; (2019) Gendered science questioning: To boys or not to boys, that is the question. Presented at: ESERA 2019, Bologna, Italy. Green open access

[thumbnail of Abstract]
Preview
Text (Abstract)
Amos_F1-4364027-ESERA-2019-OralpapersubmissionJan19final.pdf

Download (226kB) | Preview
[thumbnail of Presentation] Slideshow (Presentation)
ESERA 2019GenderedquestioningASRAAug19.pptx - Accepted Version

Download (5MB)

Abstract

Science teachers are continually under scrutiny as researchers explore how they attempt to enable their students to ‘do science’ both in school and in preparation for ‘becoming scientists’. Questions have been raised, for instance, about the tendency of boys to dominate in science lessons by gaining more of teacher attention compared with girls during dialogic interactions. Drawing on notions of gendered learning within the context of science teacher questioning, this research examines whether there is a tendency for teachers to address questions during classroom dialogue to boys over girls in secondary science classrooms. Data were collected in 211 science classes in London, UK. Pre-service science teachers mapped whom teachers asked questions to during randomly selected lessons, and reflected on their strategies and intentions. In addition, a teacher-researcher carried out teacher and student surveys and an in-depth student focus group interview in their school, in which 14-15 year old students are taught science in both mixed- and single-gendered settings, to examine any perceptions of gendered learning. Early evidence shows there may be a gender bias towards teachers asking boys questions more frequently, sometimes as part of behaviour management agendas rather than as direct scaffolding for learning ideas. Teacher perceptions of boys responding more readily to competitive learning were refuted by girls in our sample. Students did not perceive gendered grouping as aiding their learning or their enjoyment of it. This study has implications for teacher training, and teachers’ preconceptions of how girls and boys may respond to different learning approaches in the science classroom.

Type: Conference item (Presentation)
Title: Gendered science questioning: To boys or not to boys, that is the question
Event: ESERA 2019
Location: Bologna, Italy
Dates: 26 - 30 August 2019
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.esera2019.org/
Language: English
Keywords: Gender Issues, Responsive Teaching, Motivation
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10087497
Downloads since deposit
99Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item