Department of Physics, University of Novi Sad, Faculty of Sciences, Novi Sad, Republic of Serbia.
Department of Biology and Ecology, University of Novi Sad, Faculty of Sciences, Novi Sad, Republic of Serbia.
Sci Rep. 2022 Oct 29;12(1):18224. doi: 10.1038/s41598-022-23151-7.
This research focuses on potential gender differences in motivation to learn Physics with the aim to determine the weakest female motivational components to learn Physics and the contribution of different teaching approaches (using real and virtual experiments) on those components and motivation for learning Physics in general. These two approaches were chosen as the most commonly used approaches in physics but without clear compared indication on females' motivation. The standardized questionnaire SMTSL (Student's Motivation towards Science Learning) is used for the measurements. The results show that for female students the weakest motivational components to learn Physics are the importance of Physics as a science and self-efficacy. Virtual experiments contribute more to females' motivation to learn Physics than applying real experiments. The female students who used real experiments show fear of being laughed at by their male peers and express doubt in their self-knowledge. Although the applied approaches cause some improvements in female students' self-efficacy, they are not statistically significant. Research results suggest that teachers need to apply such teaching approaches that engage girls and encourage their learning and development in order to improve their self-efficacy and other motivational components.
本研究关注学习物理的动机方面可能存在的性别差异，旨在确定女性学习物理的动机中最薄弱的部分，以及不同教学方法（使用真实和虚拟实验）对这些部分和学习物理的整体动机的贡献。这两种方法是物理学中最常用的方法，但对于女性的动机没有明确的比较说明。标准化问卷 SMTSL（学生对科学学习的动机）用于测量。结果表明，对于女学生来说，学习物理的动机中最薄弱的部分是物理作为一门科学的重要性和自我效能感。虚拟实验对女性学习物理的动机的贡献大于应用真实实验。使用真实实验的女学生害怕被男同学嘲笑，并对自己的知识表示怀疑。虽然所采用的方法在一定程度上提高了女学生的自我效能感，但并不具有统计学意义。研究结果表明，教师需要采用能够吸引女孩并鼓励她们学习和发展的教学方法，以提高她们的自我效能感和其他动机因素。
