The Relationship Between Drawing Stereotypic Images and Female Students＇ Science Learning Motivation  

作　　者：Chin-Fei Huang Ching-Sen Shih Guang-Jing Chen Chia-Ju Liu 

机构地区：[1]National Kaohsiung Normal University, Kaohsiung, Taiwan

出　　处：《US-China Education Review(B)》2015年第10期665-672,共8页美中教育评论（B）

摘　　要：The purpose of this study was to examine female students＇ science learning motivation by drawing stereotypic images. Some previous studies found that female students consistently underperform compared to male students on science and a lot of female students in senior high school had negative thinking about science learning. Since the female students have negative thinking about science, most of them have stereotypic images in many careers about science. There is a distinct gender gap in science achievement scores of male and female high school students, as proposed in many researches. One hundred female students of senior high schools participated in this study to draw their stereotypic images and write down the Science Motivation Test. This study asked female students to draw ＂a scientist,＂ ＂a science teacher,＂ ＂a doctor,＂ and ＂a nurse＂ by their own impression, and then, they need to write the Science Motivation Test. The Cronbach＇s a of this test is 0.86. The results showed that 44% female students draw ＂males＂ as ＂doctors＂ and 28% female students draw ＂females＂ as ＂doctors.＂ Besides, 66% female students draw ＂females＂ as ＂nurses.＂ The results indicated that the female high school students still had solid stereotypic images of career. Furthermore, lower than 30% female students draw ＂females＂ as ＂scientists,＂ and there are about 40% female students draw ＂females＂ as ＂science teachers.＂ Besides, the female students who draw ＂females＂ as ＂scientists＂ showed higher science learning motivation. However, the female students who draw ＂females＂ as ＂science teachers＂ did not show the trend of science learning motivation. This study attempts to explain the reasons for these differences.

关 键 词：GENDER stereotypic images science learning motivation 

分 类 号：TU375.2[建筑科学—结构工程] G635.5[文化科学—教育学]