Gender Difference in Science Learning and Curriculum Response: the Data Analysis of Four Provinces in China Based on PISA 2015

doi:10.16382/j.cnki.1000-5560.2019.05.010

Abstract

Abstract: In the assessment of science literacy of PISA 2015, the performance of Chinese students are different in several dimensions:the overall science performance, scientific competencies, scientific knowledge and science content. In general, boys have better performance than girls. At the same time, in the science-related background surveys, boys' performance are better than girls' in the scales of enjoyment of science, science interest and science activities. Based on the gender difference in the domain of both cognition and non-cognition in science learning of Chinese students, this paper makes some suggestions to reduce or eliminate gender difference. In curriculum development, it's necessary to address the impartiality of science knowledge selection; in school curriculum construction, the adaptability of school curriculum should be highlighted to promote gender adaption; and in curriculum implementation, students' difference should be respected to ensure gender sensitivity.

Key words: PISA, science literacy, gender difference, curriculum response

Wu Yuanyue, Guo Yuanxiang. Gender Difference in Science Learning and Curriculum Response: the Data Analysis of Four Provinces in China Based on PISA 2015[J]. Journal of East China Normal University(Educationa, 2019, 37(5): 115-127.

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