How do Boys and Girls use Language in Physics Classes?

Abstract

Recent literature clearly shows that girls in middle and high schools are not very interested in physics classes. There are a number of proposals now detailing what physics classes should be like in order to take gender issues into consideration (Hoffmann, Häußler, & Peters-Haft, 1997). These suggestions are basically drawn from results of questionnaires investigating the interests and attitudes of boys and girls. Some studies seem to indicate that particularly constructivist approaches lead to a higher acceptance among girls (Stadler, 1998). However, boys and girls are not only different with regard to their interests but also concerning their social behaviour, their working methods and their language (Gilligan, 1982). On the basis of these results, the findings of a study on students’ attempts to make sense of a pendulum showing chaotic behaviour (Stadler & Duit, 1997) led us to the hypothesis that boys and girls come to physics classes with different notions of understanding and hence differ in their social and linguistic behaviour.