A Study on Teacher-Student Interaction of Different Genders towards Students’ Stereotype Threat in Science Learning
碩士 === 國立中山大學 === 教育研究所 === 97 === This study aimed to investigate the differences of different teacher-student matches in science gender stereotype threat and classroom observations on teacher-student interactions of different gender match and interviews on science teachers. The study developed two...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2009
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| Online Access: | http://ndltd.ncl.edu.tw/handle/jh7xz4 |
| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 97 === This study aimed to investigate the differences of different teacher-student matches in science gender stereotype threat and classroom observations on teacher-student interactions of different gender match and interviews on science teachers. The study developed two standardized scales for junior high school students, Science Gender Stereotype Scale and Science Identification Scale. A total of 1,224 students from 44 classes out of 11 junior high schools in Kaohsiung City were selected through judgmental sampling to complete questionnaires in the study. The results indicated: (1) students of female-male group (female teacher and male student) had stronger science identification than students of female-female group (female teacher and female student); students of male-male group (male teacher and male student) had stronger science identification than students of male-female group (male teacher and female student); and female students taught by male teacher had the lowest science identification (2) there was no significant difference of students’ gender stereotype belief in sciences in different teacher-student matches (3) students of female-male group (female teacher and male student) had stronger perception of gender stereotype than students of female-female group (female teacher and female student); students of male-male group (male teacher and male student) had stronger perception of gender stereotype than students of male-female group (male teacher and female student). The results of observations and interviews indicated: (1) male students were more initiative and therefore had more opportunities to interact with teachers (2) female students of upper-intermediate level were more susceptible to perceive gender stereotype threat in science learning (3) the difference in male and female teachers may be attributed to the influence of female role model (4) degree of difficulty was a crucial component stimulating students’ gender stereotype threat.
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