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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
Language: English
Authors: Stephane Francois (ORCID 0009-0008-6007-5983), Timo Tossavainen (ORCID 0000-0002-7494-4632), Niklas Lehto (ORCID 0000-0002-1655-6658)
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
FullText Text:
  Availability: 0
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  Data: Conceptual Instruction in Physics and Gender Equity: Experiences from Swedish Upper Secondary Schools
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  Data: <searchLink fieldCode="AR" term="%22Stephane+Francois%22">Stephane Francois</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-6007-5983">0009-0008-6007-5983</externalLink>)<br /><searchLink fieldCode="AR" term="%22Timo+Tossavainen%22">Timo Tossavainen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7494-4632">0000-0002-7494-4632</externalLink>)<br /><searchLink fieldCode="AR" term="%22Niklas+Lehto%22">Niklas Lehto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1655-6658">0000-0002-1655-6658</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+in+Mathematics%2C+Science+and+Technology%22"><i>International Journal of Education in Mathematics, Science and Technology</i></searchLink>. 2026 14(1):1-20.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Fairness%22">Sex Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mechanics+%28Physics%29%22">Mechanics (Physics)</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
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  Data: 2147-611X
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  Label: Abstract
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  Data: 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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  Data: 2026
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 1
    Subjects:
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Sex Fairness
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Gender Differences
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      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Mechanics (Physics)
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Scientific Concepts
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      – SubjectFull: Equal Education
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      – SubjectFull: Sweden
        Type: general
    Titles:
      – TitleFull: Conceptual Instruction in Physics and Gender Equity: Experiences from Swedish Upper Secondary Schools
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              Y: 2026
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