Twenty college women used a Physics Careers Web site that aligned profiles of the college’s physics alumnae with the curriculum of introductory physics during an experimental version of the course. Twenty-one college women took a control course that did not use the Web site. Students perceived that they learned similar physics content, real-world applications, and problem-solving skills in both courses. Students in the experimental course were more likely to describe physicists’ lives and work in diverse ways than were students in the control course.
Details
Type Journal ArticlePub Date 11/1/2002Stock # jcst02_032_03_164Volume 032Issue 03