Educational Research Methods
A site to support teaching and learning...
The following text is part of a vignette taken from a master’s research thesis (Taber, 1989).
This is a personal site of Keith S. Taber to support teaching of educational research methods.
(Dr Keith Taber is Professor of Science Education at the University of Cambridge.)
2017
Gill: A vignette
(The "typical" female pupil's experience of physics at the enquiry school, in comparison to a "typical" male peer.)
Attitudes and perceptions on entering the school
On entering the school at eleven Gill is most interested in studying topics related to health, nature study and the human body, whereas Barry would rather study mechanical topics and "spectacular science" such as space science and volcanoes. Although Gill is not especially interested in physical science topics as such, her interest is raised when biological aspects are considered - for example chemicals in food. Both Gill and Barry will have some ideas about which jobs involve science: for example probably recognising that science is needed by doctors, electricians and weather forecasters. They will both consider that some jobs, such as plumber, motor mechanic and pilot, are more suitable for men; whilst other jobs, such as nurse, hairdresser and junior school teacher, are more suitable for women.
First year experiences of science
During the first year Gill is likely to receive less public interaction with her science teacher than Barry, and in particular Barry is likely to receive more interaction concerning his behaviour, and the administration of the lesson than Gill.
Lower school physics
Gill may be unlucky in lower school physics in being taught by one of the minority of science teachers who give the impression of believing that there are certain subjects that are less suitable for girls than boys or that there are good reasons why women should not enter some areas of science-related work. She may find some of the boys tend to take-over the apparatus available. or disrupt the girls' experiments, and she may come to feel that boys consider themselves as better at physics and chemistry than girls.
Gill will enjoy physics in the lower school less than Barry: her feelings towards the subject changing from being fairly neutral to quite positive, whilst Barry always enjoys physics, and by 14+ options he feels he enjoys the subject a lot.
Although by the teacher's assessment - based on course work and tests - Gill and Barry are successful to a similar extent in physics, their own perceptions do not reflect this: Gill feels the subject is more difficult than Barry does, and at first she considers the tests harder. Although by 14+ options both Barry and Gill view the tests of similar difficulty, Gill still thinks the subject as a whole is harder . Gill may become involved in some form of extra-curricular science/technology activity, although she could find that she is in a minority of girls outnumbered by boys.
At this stage Gill and Barry both share fairly firm views about which jobs are related to physics, and these jobs are quite likely to be those which they also consider as masculine. These views will remain stable through the period of 14+ options, and are likely to under-estimate the relevance of physics to jobs in health-case professions, such as dentist, doctor and optician. Indeed when making options at 14+ Gill is likely to consider that health-care professionals needs a background mainly in biological rather than physical science.
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