Tuesday, May 26, 2009
Teachers hinder “Girls into Physics” because they are are not “into it” themselves.
The Girls Into Physics Project was designed to encourage more girls to study physics beyond GCSE through a range of individual school initiatives. An evaluation of its success has been published this month.
The Institute of Physics, working with the DSCF launched an Action Research Project in 2007/8 to support schools in devising research to understand the reasons behind the persistent low up take of Physics post GCSE by girls. Schools taking part recorded their own findings and a research team at the Edge Hill University evaluated the results of the whole project.
The difference between the number of girls and boys studying Physics is shocking : in 2008 78% of Physics A Level candidates were male, making Physics the 6th most popular subject amongst boys and the 19th for girls. Only 14% of girls awarded a Grade A/A* in GCSE Physics (Units) go on to study the subject at A Level.
Phase One of the Girls Into Physics project created sets of resources and guidance on encouraging and supporting girls in studying Physics post 16. These are known as the Red Books. Phase Two, which this report evaulated, involved schools using the ideas and guidance from the books as part of an action research project.
The evaluation of the Girls Into Physics Project highlighted some issues which existed beyond the suitability of the resources ; it concludes that teachers are often unaware of the view of Physics girls have. When a focus group of Year Ten girls in one school described to their teachers how they viewed Physics the teachers were shocked by the extent of the feeling of exclusion amongst girls. This school has now set-up an awareness campaign run by older girls to promote the benefits of learning Physics.
In several schools, interviews with girls revealed that teachers themselves often re-inforced the view of Physics as "the hardest bit of science" with teachers expressing their own lack of confidence with the subject. This pattern was more common amongst female science teachers. One school used this student feedback in Science staff training about the relationship between a teacher's confidence and enjoyment of the subject and that of the students.
The evaluation report concludes that "many teachers reported they found pupil voice to be one of the most informative aspects of the project " . Recognising that "capturing and listening to student opinion and voices was a powerful way to inform practice", the report recommends that Phase 3 of "Girls Into Physics" increases and develops student involvement."
To read the evaluation report in full click here.