A Study of Gender Differences among the Representation of Inquiry-Based Learning, Conceptual Understanding and Self-efficacy Exhibited by the College Students

The study was aimed to investigate the gender differences among the representation of inquiry-based learning, conceptual understanding, self-efficacy exhibited by the college students. According to Taiwanese national curriculum guidelines, scientific inquiry and operation are addressed in science teaching and learning. Approximately forty college students who took a three-semester-hour course emphasized in science teaching and learning at the National Wise University of Education. In this study, a variety of activities were designed to implement the inquiry-based experimental design such as green energy vehicles made by the Gigo building blocks and the utilization of recycle materials. The essence of Maker education was applied in the science experimental design. The instruments were the checklist of mind maps and the questionnaires concerning about the conceptual understanding and self-efficacy of scientific inquiry developed by the researcher. The validity and reliability of the instruments were examined by the senior science researchers and pilot study. Data were collected from the college students’ mind maps, questionnaires, and personal interviews. The results indicated that female students performed as well as the male students. Many good experimental design and delicate products and were performed by female students. More divergent thinking and details were presented in the mind maps of the female students than the male students. There were no significant differences between female and male students exhibited their science conceptual understanding and self- efficacy. It is recommended that integrating scientific inquiry and maker education to enhance both female and male students’ conceptual understanding and self-efficacy in college science learning.



Author Information
Ying-Feng Wang, National Taichung University of Education, Taiwan

Paper Information
Conference: ERI2019
Stream: Instructional Design and Learning Sciences

This paper is part of the ERI2019 Conference Proceedings (View) The full paper is not available for this title


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