인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
개인구독
소속 기관이 없으신 경우, 개인 정기구독을 하시면 저렴하게
논문을 무제한 열람 이용할 수 있어요.
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
피인용 0
초록·키워드
This study explores differences in how high school girls and boys in upper-secondary schools in Taiwan choose courses and learn science. The Actor-Network Theory (ANT) is adopted as the analytical approach. Two upper-secondary schools, LL Senior High School and MM Vocational High School, were selected due to their emphasis on science and technology education. Student surveys were conducted to investigate how students chose between courses and majors; two chemistry lab classes, one led by a male teacher and the other by a female teacher, in LL Senior High School, and one chemical-engineering lab class of MM Vocational High School were observed multiple times. Lab class teachers from both schools were interviewed. The survey data showed clear gender segregation in both schools, but only part of the students considered gender to be an important factor influencing their selection of courses and major fields. Observations of the relatively gender-balanced chemistry laboratories revealed that equipment and instrumentation were sufficient and equally accessible to all, that girls and boys behaved differently in the lab, and that patterns of teacher-student interaction varied by teacher’s gender, which might result in differences in laboratory learning between boys and girls. The concept of embodied pedagogical insight of female teachers, which may specifically benefit girls’ learning, is discussed.
본문·목차
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
최근 본 자료 전체보기
