Experimental problems in the teaching of physics with gender perspective
The inclusion of gender perspective in physics teaching implies a critical and reflective look at gender inequalities in science, and an active commitment to promoting more equitable teaching. In order to investigate the role that men and women assume when solving in the laboratory what we call the...
Guardado en:
| Autores principales: | , , , , , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Asociación de Profesores de Física de la Argentina
2023
|
| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43285 |
| Aporte de: |
| Sumario: | The inclusion of gender perspective in physics teaching implies a critical and reflective look at gender inequalities in science, and an active commitment to promoting more equitable teaching. In order to investigate the role that men and women assume when solving in the laboratory what we call the Experimental Problem, the actions of 116 students of which 80 students at a first year and 36 students at a second year of engineering careers of the Universidad Tecnológica Nacional were analyzed with a qualitative approach. when they solve an experimental Physics problem in groups. Observations of students’ behavior were carried out during the activity of solving an experimental problem, the data collection was complemented with the review of the event film record and recordings of the group’s conversations. They were analyzed according to gender roles, observing that the behavioral patterns found are consistent, to a large extent, with socially assigned gender roles. |
|---|