ö
n ÚP à U Ø< g V ê s½ Û ; c  \ ¥ ú n Þ] K ¡w Q c p /] K ¡t 8 ý Ò Åy õ t ÚÊ Ý X N Ë« q õ t Ú
T
¬ £ · * × <9
â
· ¡ ¤ @ / < Æ § õ < Æ §¹ ¢ ¤ < Æõ , @ /½ ¨ 702-701 (2011¸ 9 Z 4 26{ 9 ~ à Î6 £ §, 2011¸ 11 Z 4 7{ 9 > F S X & ñ )
:
r ½ ¨_ 3 l q& h É r Ó ü t o ë H ] j © S ! \ É r × æ 3 < ÆÒ q t[ þ t _ × þ Ò ¦ õ & ñ ² ú Ò ¦` ¦ z . Z > Ð · ú Ð H X <
e
. ¨ î ë H ½ Ó É r 8 ú x 12 > hs 9 y ë H ½ Ó É r 2 é ß > Ð s À Ò# Q4 R e . 1é ß > H Å Ò# Q [ j t © S ! (õ < Æ
&
h © S ! , # $ í & h © S ! , z $ í & h © S ! ) î r X <" f ô Ç > h\ ¦ × þ # | 9 ë H \ ² ú H כ s ¦, 2é ß > H Õ ª כ
`
¦ × þ ô Ç s Ä »\ ¦ ² ú H כ s . ] j ) a ë H ½ Ó` ¦ × æ < ÆÒ q t` ¦ @ / © Ü ¼ Ð z ´r ô Ç õ H 6 £ § õ ° ú . ' Í P
:, ¸ H ë H ½ Ó\ " f z ._ ½ ¨ì r\ O s { 9 © & h © S ! (z $ í & h © S ! õ # $ í & h © S ! )_ × þ Ò ¦ s õ < Æ& h © S !
_ × þ Ò ¦ Ð Z } > z ¤ . Õ ª Q õ < Æ& h © S ! _ & ñ ² ú Ò ¦ É r z . ¸¿ º\ " f { 9 © & h © S ! _ & ñ ² ú Ò
¦ Ð ç ß Z } > z ¤ . õ < Æ& h © S ! ` ¦ × þ ô Ç s Ä » H ‘ H $ Û ¦ # Q : r 1 p w ô Ç ë H ] j# " f’ H 6 £ x ² ú s
© ´ ú § ¤Ü ¼ 9, { 9 © & h © S ! ` ¦ × þ ô Ç s Ä » H ‘ë H ] j_ ? /6 x \ < É ª p e # Q" f’ ¦ 6 £ x ² ú ô Ç < ÆÒ q t[ þ t s
© ´ ú § ¤ . s כ É r < ÆÒ q t[ þ t É r { 9 © & h © S ! _ ë H ] j\ ¦ õ < Æ& h © S ! _ ë H ] j Ð ñ t ë ß , õ < Æ
&
h © S ! _ ë H ] j\ ¦ 8 / '0 >ô Ç H כ ` ¦ _ p ô Ç . " f, { 9 © & h © S ! ` ¦ õ < Æ §¹ ¢ ¤ \ ´ òõ & h Ü ¼ Ð Ö ¸ 6
x l 0 AK " f H õ < Æ> h¥ Æ õ ¸ o\ v > ] X 3 l q r ~ ´ Ã º e H ½ ¨ 9 כ ¹ < Ê` ¦ · ú Ã º e % 3 . Ñ ü t P :, # < Æ Ò q
t[ þ t _ â Ä º\ H # $ í & h © S ! \ @ /ô Ç × þ Ò ¦ s z $ í & h © S ! Ð Z } > z ¤ ¦, z < ÆÒ q t_ â Ä º\ H
©
ì ø Í ) a õ z ¤ . < ÆÒ q t[ þ t s _ $ í ( )õ { 9 u H © S ! \ 2 ; H < Ê` ¦ Ö ¼ { 9 © Ò q t Ö ¸ \ " f_
$ í
% i ½ + És õ < Æ\ @ /ô Ç < É ª p ü < õ < Æ$ í 2 [ ¸\ % ò ¾ Ó` ¦ p g Ë >` ¦ · ú Ã º e % 3 . Õ ª Q # $ í & h © S ! õ z
$ í
& h © S ! _ & ñ ² ú Ò ¦ É r Ä »_ p ô Ç s \ O % 3 . ! Ó P :, © S ! \ $ í _ & ñ ¸ H s 9 : £ ¤ y ,
$ í
õ x 9 ] X > ' aº ) a © S ! \ " f $ í S X > z ¤ .
Ù þ
d # Q: Ó ü t o ë H ] j, × þ Ò ¦, & ñ ² ú Ò ¦, © S ! , $ í , ë H ½ Ó ì r$ 3
Selection of Context to Solve Physics Problems by and Rate of Correct Answers Given by Male and Female Middle school Students
Sua Lee · Yunebae Park ∗
Department of Science Education, Kyungpook National University, Daegu 702-701 (Received 26 September 2011 : accepted 7 November 2011)
The purpose of this study was to identify gender differences associated with the selection of a context to use to solve physics problems and the rate of correct answers. A total of 182 grade-9 students was asked to select one of three contexts and use it to solve a problem. Sets of physics problems consisted of 12 problems, and each problem had 2 steps. Step one was to choose a context to solve the problem from among three different contexts (scientific context, female-centric context, and male-centric context). Step two was to give a reason for choosing the context. Results were as follows: First, regardless of students’ gender, everyday life contexts (female-centric context or male-centric context) were selected more frequently than the scientific context. However, the rate of correct answers for problems solved using the scientific context was higher than those for
-1017-
problems everyday life contexts. The most frequent reason for scientific context was that it looked like it could be used to solve the problem, and that for the everyday life contexts, was interest in the problem context itself. These results show that students prefer an everyday life context to a scientific context, but problems were easier to solve with the scientific context then with the everyday life context. Second, female students appeared to select the female-centric context more frequently than to male-centric context whereas male students did the opposite. The rate of correct answers when female students used the female-centric context was higher than it was when they used the male-centric context, but the male students showed up similar rates of correct answers in both contexts. In particular, students felt a sense of intimacy when their gender was matched to the context, and gender role seemed to affect interest in the problem context. Third, students selected a problem context based on gender when the context closely related to their gender.
PACS numbers: 01.40.Gm
Keywords: Physics problems, Selection rate, Correct percent, Context, Gender differences, Item analysis
I. " e  ] Ø
ë
ß 13[ j\ ¦ @ / © Ü ¼ Ð H Ã º < Æ·õ < Æ $ í 2 [ ¸ Æ Òs o
² D
G ] jq §(Trends in International Mathematics and Sci- ence Study: TIMSS) ½ ¨\ " f Ä ºo _ õ < Æ$ í 2 [ ¸ H t
5 Å q& h Ü ¼ Ð [ j> 50 A î ß \ × ¼ H Ä ºÃ ºô Ç õ \ ¦ ? /% 3 Ü
¼ 9 : £ ¤ y , Ó ü t o % ò % i É r B Ä º Ä ºÃ ºô Ç $ í & h ` ¦ ? /% 3 [1–3]. $ í (Gender Differences)_ â Ä º è × ¦ # Q× ¼ H Æ
Ò[ j\ e t ë ß , É r \ q K # y d y ô Ç s \ ¦
? / ¦ e [1–6]. Õ ª Q , ¦1 p x < ÆÒ q t_ â Ä º @ /{ 9 ` ¦ 0
Aô Ç Ã º0 p x × þ õ 3 l q Ü ¼ Ð Ó ü t o \ ¦ × þ H q Ö ¦ É r B Ä º
± ú
Ü ¼ 9, # < ÆÒ q t_ × þ Ò ¦ É r 8¹ ¡ ¤ ± ú [7].
&
³@ /_ õ < Æõ l Õ ü t É r # $ í [ þ t _ © & h ` ¦ 9 כ ¹ Ð H Ã
º´ ú § É r ì r \ ¦ í < Ê ¦ e . " f, Ä ºo # < ÆÒ q t [
þ
t _ õ < Æ\ @ /ô Ç < É ª p _ | Ã Ì É r u \ P ô Ç ² D G ç ß _ â Ô q t
^
] j Ð H & ³z ´\ " f B Ä º Ä º 9½ + Éë ß ô Ç õ u
´ à º \ O . Ä ºo _ â Ä º z . ¸¿ º ì ø Í4 ¤ < Æ_ þ v \ _ ô Ç
‘ õ < Æt d _ l ’\ % ò ¾ Ó` ¦ ß ¼> ~ Ã Î ¤ H X <, s Qô Ç < Æ_ þ v
É
r ³ ð & h Ü ¼ Ð õ < Æ$ í 2 [ ¸\ ¦ Z } # Å Ò xt ë ß õ < Æ\ @ /ô Ç I
¸ü < < É ª p \ ¦ ¾ Ó © r v l H # Q§ > [8]. TIMSS ½ ¨ õ
\ " f ¸ Ä ºo × æ < ÆÒ q t[ þ t _ õ < Æ$ í 2 [ ¸ H B Ä º Z } Ü ¼
, õ < Æ\ @ /ô Ç I ¸t à º H 0 A Ý ¶ \ 5 Å q H כ Ü ¼ Ð
z ¤ [9].
þ
j H õ < Æ\ @ /ô Ç $ í ½ ¨[ þ t É r # < ÆÒ q t[ þ t s t & h 8
£ ¤ õ & ñ _ & h 8 £ ¤ ¸¿ º z < ÆÒ q t[ þ t \ q K & ³$ y + 'b
#
Q ¦ Ð ¦ ¦ e Ü ¼ 9 [4,5,10], : £ ¤ y Ó ü t o ì r \ " f
#
< ÆÒ q t[ þ t _ $ í 2 [ ¸ z < ÆÒ q t\ q K ± ú ¦ ô Ç [1,11].
Õ
ªX O , õ < Æ §¹ ¢ ¤ _ # Q "  Òì r s # < ÆÒ q t[ þ t õ Ô ¦a ? o 6
£
§` ¦ { 9 Ü ¼v ¦ e H כ { 9 ? õ < Æ$ í 2 [ ¸_ $ í \ % ò ¾ Ó
∗
