Testing an engineering design teaching technique for improving female self-efficacy and belonging in Physics 11 classrooms
Bibliographic record
Abstract
Girls participate equally with boys in Physics11 classrooms in the Greater Victoria Region in BritishColumbia but exhibit lower levels of self-efficacy inphysics, lower beliefs in control over their own destinyand lower perceptions of the value of physics as a career.The hypothesis tests a new paradigm for teachinghigh school physics that is demonstrably simple toimplement, eases teacher workload and creates aneffective tool to enhance student learning. Developedusing participatory action research with Physics 11teachers, an unconventional lesson plan guidesfacilitators of learning through a discovery-basedteaching paradigm that constructs knowledge using theengineering design process.Survey data reveals the activity may significantlydispel gendered perceptions by eliminating differences in beliefs of boys and girls in Physics 11 and increasestudents’ level of comfort in the classroom, factorspredicted to influence self-efficacy.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".