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Boys' and Girls' written responses to PISA science questions
Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
Mid Sweden University, Faculty of Science, Technology and Media.
Specialpedagogiska myndigheten.
2017 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 2, p. 149-162Article in journal (Refereed) Published
Abstract [en]

For the first time student responses to science questions from the Swedish PISA 2006 Main Study and the PISA 2015 Field Trial have been used in order to investigate differences in boys’ and girls’ written responses. Students’ correct and incorrect answers to the science questions are studied with respect to response length, the number of everyday words used, and the inclusion of nouns and long words in the responses. The results reveal that girls give longer and denser correct responses to most of the questions, compared to boys. The difference in response length cannot be explained by girls’ excessive use of the most common Swedish words, since boys and girls use the same proportion of these words. For incorrect answers the only difference between boys and girls is in the response length, since girls give longer answers than boys.

Place, publisher, year, edition, pages
2017. Vol. 13, no 2, p. 149-162
Keywords [en]
PISA Science Questions, written ansers, gendered differences
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:miun:diva-30596DOI: 10.5617/nordina.4023OAI: oai:DiVA.org:miun-30596DiVA, id: diva2:1088731
Available from: 2017-04-14 Created: 2017-04-14 Last updated: 2018-01-15Bibliographically approved
In thesis
1. Att kommunicera skolans naturvetenskap: ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
Open this publication in new window or tab >>Att kommunicera skolans naturvetenskap: ett genusperspektiv på elevers deltagande i gemensam och enskild kommunikation
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Both individual and whole class communication of students are described in this thesis, which is based on a clear gender perspective. Two articles describe the participation of boys and girls in communication with the whole class, the empirical data collected consisting of videotaped lessons. The extent to which boys and girls participate in the communication is reported in the first study, and in the second the extent to which boys and girls respond to the teacher's closed or open questions about science is presented. The third study reports boys' and girls' individual communication when responding to written science questions. The summary chapter ties the results together from the perspective of Positioning Theory, making the thesis a result of Mixed Methods Research.

Results show that boys participate in whole class communication more often than girls, with approximately the same level of dominance as shown in research from the early 80s. Boys also answer more questions than girls, the differences becoming apparent when teachers ask closed questions that can be answered in one or two words. In isolation, girls answer written questions to the same extent as boys, but give longer responses containing a more developed scientific language.

Results showing that boys position themselves as knowledgeable more often than girls when teachers ask closed questions, are explained from the perspective of Positioning Theory. Girls more often position themselves as knowledgeable when teachers ask open questions that require reflection. In test situations, with time for reflection, the boys and girls position themselves as knowledgeable students to the same extent.

Teachers need to be aware of the positioning attempts created by teaching, and consequently take into account that different approaches in teaching provide boys and girls with different access to the communication space.

Place, publisher, year, edition, pages
Sundsvall: Mid Sweden University, 2017. p. 98
Series
Mid Sweden University doctoral thesis, ISSN 1652-893X ; 260
Keywords
Naturvetenskaplig kommunikation, positionering, genus, Mixed Methods Research
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-30611 (URN)978-91-88527-12-7 (ISBN)
Public defence
2017-06-02, E409, Sundsvall, 10:15 (Swedish)
Opponent
Supervisors
Note

Vid tidpunkten för disputationen var följande delarbete opublicerat: delarbete 3 accepterat.

At the time of the doctoral defence the following paper was unpublished: paper 3 accepted.

Available from: 2017-04-19 Created: 2017-04-19 Last updated: 2017-04-19Bibliographically approved

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Eliasson, NinaKarlsson, Karl GöranLenner, Lena
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