سنجش تفاوت های جنسیتی در مدل خودپنداره تحصیلی درس فیزیک

خود پنداره تحصیلی سازه ای چند بعدی است ، که به طور خاص در هر حوزه درسی تعریف و اندازه گیری می‌شود. هدف این پژوهش بررسی رابطه خودپنداره تحصیلی درس فیزیک و جنسیت در دانش آموزان ایرانی است. داده‌ها از نمونه ای 603 نفری دانش آموزان پسر و دختر در رشته های تجربی و ریاضی پایه های تحصیلی دهم تا دوازدهم دبیرستان های متوسطه ایران گردآوری شدند. برای هنجاریابی پرسشنامه خودپنداره تحصیلی فیزیک از تحلیل عاملی تاییدی و تحلیل روایی ظاهر و محتوایی استفاده شد. یافته ها نشان داد پرسشنامه خودپنداره تحصیلی فیزیک روایی سازه مطلوبی داشت و همچنین روابط بین خودپنداره تحصیلی فیزیک و جنسیت دانش آموزان معنادار و قابل توجه است ساختار مدل خودپنداره تحصیلی فیزیک بین پسران و دختران متفاوت عمل می کند و دانش آموزان دختر از نمره خودپنداره تحصیلی پایینی نسبت به پسران برخوردار هستند. پیشنهاد می شود در تدریس درس فیزیک به تفاوتهای جنسیتی توجه شده و مداخله لازم برای بهبود خودپنداره تحصیلی در درس فیزیک در مدارس ایران انجام پذیرد.

Assessing gender differences in the model of physics academic self-concept

IntroductionThe academic selfconcept is a multidimensional structure, which can be defined and measured specifically in each field of study. The idea that having a positive academic selfconcept can have positive educational consequences is trending. Academic selfconcept is an individual’s selfevaluation and selfperception of his/her general ability in a specific academic domain. Academic selfconcept can play an influential role in one’s academic motivation and academic choices So far, models have been developed for science, followed by instruments for measuring academic selfconcept, including physics as a branch of science. If we seek more profound and more effective teaching and learning methods in physics education, our greater awareness of the physics academic selfconcept and a better understanding of its impact will play a decisive role in the learning process. a combination of direct educational interventions (such as improving academic selfconcept) and indirect educational interventions (like improving knowledge and skills) are the among most successful ways to achieve the desired learning outcomes. Therefore, it is crucial to have a deep understanding of student’s academic selfconcept in physics. The study objective was to investigate the relationship between physics academic selfconcept and gender differences in Iranian students.MethodData were collected from a sample of 603 male and female students in the sciencebased and calculusbased disciplines of the tenth to twelfth grades of Iranian secondary high schools. Confirmatory factor analysis and psychometric methods were used to standardize the Physics Academic SelfConcept Questionnaire. ResultsThe results showed that the academic selfconcept questionnaire has an appropriate structural validity and the relationship between the physics academic selfconcept and students’ gender is significant.DiscussionThe structure of the physics academic selfconcept model was different between boys and girls, and female students had lower academic selfconcept scores than male students. It is suggested that gender differences be considered in physics education and the necessary intervention be made to improve the physics academic selfconcept in Iranian schools.