Gender differences in response to questions on the australian national chemistry quiz

In contrast to the attention given to the relative levels of achievement of boys and girls in mathematics, the question of whether there are sex differences in the solution of chemistry questions has not attracted much attention. This study compares the performance of boys and girls in the Australian National Chemistry Quiz (Chem Quiz), a multiple-choice test conducted by the Royal Australian Chemical Institute. The analyses were based on results from 27,000 students in Years 11 and 12 and 16,000 students in Year 10 who completed the Chem Quiz in 1991. Although some questions in the Chem Quiz were solved equally well by boys and girls, on many questions boys outperformed girls. The extreme case was a question answered correctly by 67% of Year 10 boys in contrast to 48% of Year 10 girls. Several reasons why boys and girls might differ in the rates they solve at least some chemistry questions are discussed, and directions for identifying the nature, extent, and basis for sex differences are outlined.     

Gender differences in leaving questions blank on high-stakes standardized tests

Around the world, multiple-choice tests are widely used as part of high-stakes examinations. To counteract lucky guessing, many of them have instituted a penalty for wrong answers. In this paper, we use administrative data from Turkish college admissions test to study the heterogeneity in gender differences in tendency to leave questions blank across subjects, difficulty levels, and stakes. Exploiting the tracking system and using the resulting variation in the effective guessing penalty across different test sections, we find that female test-takers skip significantly more questions than male test-takers in the quantitative track while we do not find a significant difference in other tracks. Among quantitative track students, the gender gap is larger in Math and when questions are more difficult while it reverses in Literature. We also find that self-assessment is related to skipping behavior and explains part of the gender gap. Male test-takers are more likely than female test-takers to report that they are good at Math, Science, and Social Science after conditioning on their number of correct answers in the corresponding test sections. This gender gap, consistently with the one in skipping behavior, reverses when it comes to Literature. Differently from previous literature, our findings suggest that the magnitude and the sign of the gender gap in answering questions under uncertainty is context dependent.     

物理开放题的构建

本文认为物理开放题的教学是学科中实践研究性学习的方式之一。文中着重论述了开放题的构建方法。     

数学开放题的教育功能和特征

开放题有利于培养学生的表述能力和批判、评价能力，有利于培养学生对于所学知识的应用能力，它直接关系到学生的数学观及其在数学学习中的态度和信念。了解并利用开放题的教育特征和教育功能，对提升学生数学素养和人精神以及培养学生的创新意识和能力有极其重要的作用。     

Tutor learning: the role of explaining and responding to questions

Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we found that tutors learned most effectively when their instructional activities incorporated reflective knowledge-building in which they monitored their own understanding, generated inferences to repair misunderstandings, and elaborated upon the source materials. However, tutors seemed to adopt a knowledge-telling bias in which they primarily summarized the source materials with little elaboration. Tutors’ reflective knowledge-building activities, when they occurred, were more frequently elicited by interactions with their tutee. In particular, when tutees asked questions that contained an inference or required an inferential answer, tutors’ responses were more likely to be elaborative and metacognitive. Directions for future research are also discussed.     

Threats to validity when using open-ended items in international achievement studies: Coding responses to the PISA 2012 problem-solving test in Finland

Open-ended (OE) items are widely used to gather data on student performance in international achievement studies. However, several factors may threaten validity when using such items. This study examined Finnish coders’ opinions about threats to validity when coding responses to OE items in the PISA 2012 problem-solving test. A total of 6 discussions during 6 coder practice sessions (on 6 OE items) and an interview between 5 coders were audiorecorded and analyzed by means of content analysis, and 3 main threats to validity were found: (1) unclear and complex questions; (2) arbitrary and illogical coding rubrics; and (3) unclear and ambiguous responses. Suggestions are given as to how to respond to these threats in order to improve the validity of international achievement studies.     

Individual differences: A third component in problem-solving instruction

Present research in problem solving appears to be primarily concerned with problem-solving methods and with degree of knowledge acquisition. A brief argument is advanced that this conceptualization is incomplete because of failure to consider individual differences among problem solvers (other than in problem-solving methods and extent of knowledge). A viable theory of problem-solving instruction must take into account all three areas. Evidence for the argument is presented in the form of data on problem-solving success in junior high school students with extreme scores on Witkin's field independence-field dependence measure of cognitive style. Problem-solving protocols are examined as a second source of data. Field independent students significantly out-performed field dependent students on the problems. Examination of protocols revealed consistent performance patterns favoring field independent students.     

Automatic evaluation of open-ended questions for online learning. A systematic mapping

The assessment of students’ performances in Higher Education is one of the essential components of teaching activities. Open-ended tasks allow a more in-depth assessment of students’ learning levels, but their evaluation and grading are time-consuming and prone to subjective bias. Since the Covid-19 pandemic, most traditional Higher Education courses converted to online courses; automatic grading and feedback tools and methods (AGFTM) have become critical components of online learning systems, especially with regards to short answers and essays assessment. This work frames the recent advancement in AGFTM through a systematic mapping of the research field and a literature review. This analysis gives an overview of the trends, specific goals, methods, quality of proposals, challenges and limitations in this research area. The results indicate that it is a growing research area, with a large set of techniques involved, but still not mature, where practical implementations have yet to come.     

Gender differences in mathematical performance

The present study examined gender differences in children tested at grade levels two, four and six over an eleven year period. Total Mathematics, Mathematical Computation and Mathematical Concept Normal Curve Equivalency (NCE) scores were collected from the past eleven years of administrations of Science Research Associates (SRA) Achievement Series tests. Scores on the Wechsler Intelligence Scale for Children (WISC or WISC-R) controlled for the influence of intellectual level. A multivariate analysis of covariance with repeated measures was used along with a test of magnitude of effect to analyze the data. No significant gender differences or gender by grade level differences were found. A significant difference was found, however, when grade levels were compared. There was a downward trend in performance on the mathematical tasks as grade level increased.     

言语交际中的性别差异

本文从语用学的视角出发,对言语交际这一动态环节中语言的性别差异进行了研究,通过分析男女两性在言语交际中对合作原则、礼貌原则等语用原则的遵守与违反,文章发现了性别语言在语用学方面所存在的差异,在此基础上,文章探究了语言性别差异形成的原因和在男女两性间实现成功的言语交际的途径。     

Learning from and responding to students' questions: The authoritative and dialogic tension

In this study we present an analysis of classroom interactions initiated by students' wonderment questions. Our interest in such events arises from their potential to stimulate active intellectual engagement in classrooms, which can impact upon the subsequent development of the classroom discourse. In investigating this issue we shall address the following research question: How do student questions impact upon the teaching explanatory structure and modify the form of the ongoing classroom discourse, in selected science lessons? From data collected in a Brazilian secondary school we have selected three classroom episodes, with large differences in both the context in which the student's question emerges and in the communicative approach developed in response to it. The analysis, based on the framework proposed by Mortimer and Scott [Mortimer and Scott (2003). Meaning making in secondary science classrooms. Maidenhead: Open University Press], shows that questions made by students are important in providing feedback from students to the teacher, enabling adjustments to the teaching explanatory structure. These adjustments sometimes occur smoothly, at other times with major changes to the features of the classroom discourse, and elsewhere with misunderstanding and disagreement. The data also suggest the need to consider students' intentions and their active participation in the negotiation of both the content and structure of classroom discourse. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:174–193, 2010     

性别差异与大学英语学习能力关联性研究

性别差异是英语教学中一个不可忽视的因素,大学英语教学应该充分考虑性别差异这一因素,使男、女学生都能提高英语学习效率。本文主要分析男、女学生英语学习差异的原因,并提出大学英语教师应利用各种教学活动充分发挥男女生各自优势和潜能,最终达到提高英语交际能力的目的。     

Gender differences in the academic career

This study examines sources of satisfaction, indicators of stress, academic performance, and reward structure in the academic careers of male and female faculty at a major midwestern state university. Faculty pairs were selected from five academic divisions. A total of 58 matched pairs were identified. Of these, 63 faculty responded, yielding data for 23 matched pairs. Subjects were mailed the Academic Career Development Survey, consisting of 144 items. Results indicated that self-reported physical and mental health, and professional and personal life satisfaction were high for both males and females. Both males and females placed high importance on their career and on marriage/other intimate relationships; however, both reported high levels of dissatisfaction with these factors. Gender differences were found in both satisfaction and type of stress reported; no gender differences were found in composite teaching and research performance indices. Salary data, obtained for 42 matched pairs, indicated similar salary levels for men and women. Results were discussed with respect to prior research on gender differences and the academic career.     

性别差异在话语习惯中的体现

学者们已分析得出性别差异会在某些方面影响语言的使用。这篇文章主要通过话题选择、话语量和言语策略三个方面来表明性别差异在话语习惯中的体现。本论文结合相关学者的研究成果与调查问卷来证实性别差异在语言交际中的体现。     

Gender differences in peace education programmes

Peace education programmes have become part of the school curriculum all over the world, as a way to enhance positive relationships between conflict groups. However, although gender differences are being taken into account when planning various educational programmes, this is usually not the case with peace education. The present study aimed to reveal gender differences regarding peace and peace pedagogy. One hundred and eighty Israeli Jewish and Arab high school students participated in a peace contact education programme. Gender and group differences were examined both before and after participation in the programme. The findings revealed that the Jewish and Arab female youths were more dovish than the males both before and after participating in the programme, and gained more from the encounters. Implications for conflict resolution and peace pedagogy are discussed.     

Gender differences in mathematics education in Zambia

This paper discusses whether gender differences in mathematics education exist in Zambia, and if so, what are their possible causes. Differences are found to be present both in terms of access, and in terms of performance. Possible reasons for such differences are examined, in the light of empirical data consisting of responses to an attitude questionnaire.     

Gender differences in confidence during number-line estimation

Metacognition and Learning - Prior research has found gender differences in spatial tasks in which men perform better, and are more confident, than women. Do gender differences also occur in...     

Gender salary differences in economics departments in Japan

By using unique survey data, we conduct a detailed study of the gender salary gap within economics departments in Japan. Despite the presence of rigid pay scales emphasizing age and experience, there is a 7% gender salary gap after controlling for rank and detailed personal, job, institutional and human capital characteristics. This gender salary gap exists within ranks. We find no gender promotion differences. In addition, we find a concentration of the salary gap in public universities and in research oriented universities. Our results show no evidence that the gender salary gap is reducing over time, and reject the hypothesis that females’ choice between household work and market activities is responsible for the gender salary gap.