Tuesday, January 22, 2002
Winter Meeting, American Association of Physics Teachers (Philadelphia, PA)
Will current educational reform efforts serve to improve the learning experience of women in physics? To do so, assessment of instructional effectiveness must examine results for male and female students separately as well as for the entire class . We present an analysis of gender differences in performance in introductory physics at eight different colleges and universities; half of the courses were taught using a variety of interactive-engagement methods and half were taught with traditional lectures. We examine the effect of pedagogy and class size on the gender gap in both Force Concept Inventory scores and course grades.