探索学前班中不同性别儿童在教师科学提问中的差异

IF 1.9 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Mind Brain and Education Pub Date : 2024-01-04 DOI:10.1111/mbe.12400

Sona C. Kumar, Amanda S. Haber, Kathleen H. Corriveau

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引用次数: 0

摘要

本研究探讨了学龄前教师向女孩和男孩传递的有关科学、技术、工程和数学（STEM）信息的差异。学前班课堂录像（16 小时；N = 6 名教师；20 名儿童）已被转录。根据问题类型以及问题是针对男孩还是女孩，对教师的提问进行了编码。教师向男孩提出的科学问题明显多于女孩。然而，男孩在课堂科学领域花费的时间比女孩多，教师向男孩和女孩提出问题的比例相近。这些发现突出表明，早在学龄前阶段，男孩和女孩就可能收到关于如何学习科学的不同信息。

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Exploring How Teachers' Scientific Questions Differ by Child Gender in a Preschool Classroom

The current study explores differences in messages that preschool teachers send girls and boys about science, technology, engineering, and math (STEM). Video footage of a preschool classroom (16 hr; N = 6 teachers; 20 children) was transcribed. Teachers' questions were coded for question-type and whether the question was directed to a boy or a girl. Teachers directed significantly more scientific questions to boys than to girls. However, boys spent more time than girls in the science areas of the classroom and teachers directed questions to boys and girls at similar rates. These findings highlight how as early as the preschool years, girls and boys may receive different messages about how to approach science.

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来源期刊

Mind Brain and Education Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Mind, Brain, and Education (MBE), recognized as the 2007 Best New Journal in the Social Sciences & Humanities by the Association of American Publishers" Professional & Scholarly Publishing Division, provides a forum for the accessible presentation of basic and applied research on learning and development, including analyses from biology, cognitive science, and education. The journal grew out of the International Mind, Brain, and Education Society"s mission to create a new field of mind, brain and education, with educators and researchers expertly collaborating in integrating the variety of fields connecting mind, brain, and education in research, theory, and/or practice.