| 000 | 01149nam a22002057a 4500 | ||
|---|---|---|---|
| 005 | 20240508083156.0 | ||
| 008 | 240508b |||||||| |||| 00| 0 eng d | ||
| 022 | _a0031-921X | ||
| 100 | _aKariya, Asako | ||
| 245 |
_aAn Analysis of Gender Differences in Physics Learning Using the Epistemological Beliefs Assessment for Physical Science _b(Journal Article) |
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| 260 |
_aWashington _b: American Association of Physics Teachers , _c, January 2024 |
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| 300 | _a62–65p. | ||
| 440 |
_aThe Physics Teacher _vVolume 62, Number 1, January 2024 |
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| 500 | _a***______{For Hard Copy, Please visit Library.}________*** | ||
| 520 | _aAbstract: Gender difference in concept inventories has been intensively studied in physics education research. In this paper, we analyze the data obtained from the Force Concept Inventory (FCI),1 Colorado Learning Attitudes about Science Survey (CLASS),2 and Epistemological Beliefs Assessment for Physical Science (EBAPS)3 to study the gender difference in FCI scores. | ||
| 650 | _aPhysics education research | ||
| 700 | _aNitta, Hideo | ||
| 856 | _uhttps://doi.org/10.1119/5.0092219 | ||
| 942 | _cPER | ||
| 999 |
_c45772 _d45771 |
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