Conceptual Instruction in Physics and Gender Equity: Experiences from Swedish Upper Secondary Schools
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| Title: | Conceptual Instruction in Physics and Gender Equity: Experiences from Swedish Upper Secondary Schools |
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| Language: | English |
| Authors: | Stephane Francois (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2026 14(1):1-20. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 10 High Schools Grade 11 Grade 12 |
| Descriptors: | Concept Formation, Teaching Methods, Physics, Sex Fairness, Foreign Countries, Disproportionate Representation, Science Instruction, Gender Differences, Conventional Instruction, Science Achievement, Secondary School Students, Mechanics (Physics), Grade 10, Grade 11, Grade 12, Scientific Concepts, Equal Education |
| Geographic Terms: | Sweden |
| ISSN: | 2147-611X |
| Abstract: | This study examines how sustained conceptual instruction influences gender disparities in physics understanding among Swedish upper secondary students. Drawing on Ausubel's Meaningful Learning Theory and Vergnaud's Conceptual Field Theory, the research explores how instructional design interacts with students' cognitive development, prior knowledge, and sociocultural context. Using a quasi-experimental design, 852 students from 38 classes were assessed using a gender-balanced version of the Force Concept Inventory (G-FCI). Normalized change was applied to measure conceptual gains across instructional methods and genders. Findings confirm persistent gender gaps under traditional instruction, favoring male students. However, in cohorts with sustained conceptual teaching across Physics 1 and 2, female students outperformed male peers--a statistically significant shift not observed under traditional methods. While conceptual instruction improved learning for all, its equity potential was most evident when implemented consistently. These results highlight the importance of pedagogical continuity for promoting gender equity in physics education. Nevertheless, instructional change alone is insufficient; broader interventions addressing classroom climate, stereotype threat, and identity development are needed. The study contributes empirical evidence to the international discourse on gender and science education and underscores the value of conceptually grounded pedagogy as part of a systemic strategy for equitable physics learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494310 |
| Database: | ERIC |
| Abstract: | This study examines how sustained conceptual instruction influences gender disparities in physics understanding among Swedish upper secondary students. Drawing on Ausubel's Meaningful Learning Theory and Vergnaud's Conceptual Field Theory, the research explores how instructional design interacts with students' cognitive development, prior knowledge, and sociocultural context. Using a quasi-experimental design, 852 students from 38 classes were assessed using a gender-balanced version of the Force Concept Inventory (G-FCI). Normalized change was applied to measure conceptual gains across instructional methods and genders. Findings confirm persistent gender gaps under traditional instruction, favoring male students. However, in cohorts with sustained conceptual teaching across Physics 1 and 2, female students outperformed male peers--a statistically significant shift not observed under traditional methods. While conceptual instruction improved learning for all, its equity potential was most evident when implemented consistently. These results highlight the importance of pedagogical continuity for promoting gender equity in physics education. Nevertheless, instructional change alone is insufficient; broader interventions addressing classroom climate, stereotype threat, and identity development are needed. The study contributes empirical evidence to the international discourse on gender and science education and underscores the value of conceptually grounded pedagogy as part of a systemic strategy for equitable physics learning. |
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| ISSN: | 2147-611X |
