Active Learning in an Inequitable Learning Environment Can Increase the Gender Performance Gap: The Negative Impact of Stereotype Threat

• Alexandru Maries ^[2] ; Nafis I. Karim ^[1] ; Chandralekha Singh ^[1]
  1. [1] University of Pittsburgh

     University of Pittsburgh

     City of Pittsburgh, Estados Unidos

     
  2. [2] University of Cincinnat
• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 58, Nº. 6, 2020, págs. 430-433
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • In the past few decades, educators and physics education researchers have been developing and evaluating instructional approaches designed to improve students’ conceptual understanding and problem-solving skills in physics for students with different prior preparation and backgrounds. These instructional approaches often require students to be active participants in their learning, and are often developed through research, which provides evidence for their effectiveness. Hence, we refer to them as “Evidence-Based Active Engagement” (EBAE) strategies.