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Gender Differences in Lunar‐related Scientific and Mathematical Understandings
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Metadata
Title
Gender Differences in Lunar‐related Scientific and Mathematical Understandings
Abstract
This paper reports an examination on gender differences in lunar phases understanding of 123 students (70 females and 53 males). Middle‐level students interacted with the Moon through observations, sketching, journalling, two‐dimensional and three‐dimensional modelling, and classroom discussions. These lunar lessons were adapted from the Realistic Explorations in Astronomical Learning (REAL) curriculum. Students’ conceptual understandings were measured through analysis of pre‐test and post‐test results on a Lunar Phases Concept Inventory (LPCI) and a Geometric Spatial Assessment (GSA). The LPCI was used to assess conceptual learning of eight science and four mathematics domains. The GSA was used to assess learning of the same four mathematical domains; however, the GSA test items were not posed within a lunar context. Results showed both male and female groups to make significant gains in understanding on the overall LPCI test scores as well as significant gains on five of the eight science domains and on three of the four mathematics domains. The males scored significantly higher than the females on the science domain, phase—Sun/Earth/Moon positions, and on the mathematics domain geometric spatial visualisation. GSA results found both male and female groups achieving a significant increase in their test scores on the overall GSA. Females made significant gains on the GSA mathematics domains, periodic patterns and cardinal directions, while males made significant gains on only the periodic patterns domain. Findings suggest that both scientific and mathematical understandings can be significantly improved for both sexes through the use of spatially focused, inquiry‐oriented curriculum such as REAL.
Date
01/01/2009
Citation
Wilhelm, J. (2009). Gender Differences in Lunar‐related Scientific and Mathematical Understandings. International Journal of Science Education, 31(15), 2105–2122. https://doi.org/10.1080/09500690802483093
Type of Publication
Author(s)
Wilhelm, Jennifer A.
Content
Celestial Motion > Lunar Phases | Celestial Motion > Sun-Earth-Moon
Construct
Methodology
Research Setting
Specific Interest
Target Group
Students > Middle School Students | Students > Secondary School Students
Institution(s)
Texas Tech University
Journal Name
International Journal of Science Education
Peer-Reviewed Status
Publisher
Taylor & Francis
Volume
31
Issue Number
15
ISSN
0950-0693 (Print), 1464-5289 (Online)
Resource Type
Nation(s) of Study
United States of America
Language
English