Integrating Technology in Senior High Science: Does Gender Matter? (2009)
Gender gaps in attitudes toward science and self-efficacy still exist in K-12 and post-secondary education. Student inquiry, supported by new hand-held data loggers, with their graphic interface may improve this situation. A mixed-method study involving grade 10 science and grade 11physics students from 10 teachers’ classrooms in PEI, Canada, sought to find if student inquiry, aided by data loggers, helps reduce attitudinal and self-efficacy gender gaps. Findings suggest that gender differences persist (such as science anxiety, self-efficacy and self-confidence in the ability to learn science). Implications for science teacher practice, technology integration and future research are suggested.
Ronald J. MacDonald teaches science methods, technology integration and research methods courses in the Faculty of Education at the University of Prince Edward Island. He has been a junior and senior high school science teacher in Nova Scotia and Ontario, Canada, for 15 years. He has also been an information technology integration specialist and professional development facilitator.
His PhD dissertation addressed the intersections between teacher attitudes toward Information Communication Technology, leadership and professional development for ICT integration. His current research focuses on the development of communities of practice for supporting science teachers who want to increase student inquiry through the integration of ICTs, such as data logging technologies. Other current research addresses the following topics: gender differences in attitude toward science brought about when technologies are integrated in the classroom/laboratory; how New Learners (first year university students) learn with new technologies; and how to improve teacher education through building stronger links between university coursework and the school practicum.