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Open AccessArticle

Observation of the Effect of Gender on Children’s Concept of Motion; Sustainability Issue

1
Division of Physics, School of Science, Walailak University, Nakhon Si Thammarat 80000, Thailand
2
Institute of Experimental Physics, Faculty of Mathematics, Physics and Informatics, University of Gdańsk, 80-308 Gdańsk, Poland
3
Faculty of Physics and Applied Informatics, University of Łódź, 90-236 Łódź, Poland
*
Author to whom correspondence should be addressed.
Sustainability 2018, 10(9), 3076; https://doi.org/10.3390/su10093076
Received: 31 July 2018 / Revised: 21 August 2018 / Accepted: 27 August 2018 / Published: 29 August 2018
(This article belongs to the Special Issue Sustainability in Leadership and Education)
Determination of the parameters of motion of the surrounding objects, and in particular their speed, is one of the basic skills of a human being. Studies on the development of basic concepts of motion have been carried out for years, exploiting various methods and in different contexts. In our research, we analyzed the effect of school education on the understanding of the phenomenon of motion. We tried to determine its possible short- and long-term cognitive consequences. To achieve this goal, we used the survey method. Our studies show that children differentiate two specific concepts: average speed and instantaneous velocity. In the present work we present how the gender context is superimposed on the general picture. We found that the initial, genuine pre-school concept of speed is different for girls and boys. Our analysis shows also that this gender effect vanishes quickly along with the introduction of physical definitions of kinematical quantities by physics/science curricula. We discuss the methodological aspect of the statistical gender gap measure and we calculate the gender effect chance probability, p-value, to be slightly less than 0.001. The importance of the observed effect for the sustainable science teaching processes is discussed. View Full-Text
Keywords: sustainable education; gender effect; physics education; sustainability sustainable education; gender effect; physics education; sustainability
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Dam-o, P.; Gondek, J.; Karbowiak, M.; Wibig, T. Observation of the Effect of Gender on Children’s Concept of Motion; Sustainability Issue. Sustainability 2018, 10, 3076.

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