Abstract
The major objective of this research study is to look into gender disparity in misconception of
science students in learning concept about solution at secondary level in Pakistan. An equal
sample of 60 male and 60 female students of 10th class were included in randomly selected
sample that has learnt chemistry for two years through traditional text book approach. Seven
instances or non-instances were used to explore misconceptions of each subject. To determine
the reliability of the instrument (IAI), Inter-rater reliability Cohan Kappa cross tab statistics
was used. Content validity of the instrument was established through experts’ judgemental
procedures. Overall high proportion of gender misconceptions in girls and boys at secondary
level pointed out a big problem for science educationalist. Further, categorical analysis
revealed five categories of misconceptions. In which many alternative ideas were found in two
main categories such as self-centered or human-centered views and incorrect use of scientific
terms. There were found three other categories of alternative ideas but comparatively less in
numbers. It is notable that their ideas were not improved despite teaching for two years
through traditional textbook approach. Thus, this study will guide to create awareness of the
misconceptions into scientific conceptions in learning chemistry at secondary and higher
secondary level.
Ahmed Sher Awan, Tariq Mahmood Khan, Tahseen Mahmood Aslam. (2012) Gender Disparity in Misconceptions about the Concept of Solution at Secondary Level Students in Pakistan , Journal of Elementary Education, Volume-22, Issue-1.
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