Girls and physics: teaching and learning strategies tested by classroom interventions in grade 11

In this quasi-experimental study various strategies are developed and empir ically tested for an approach to physics instruction that should improve gi rls' and boys' attitudes toward and achievements in physics. Strategies inc lude opportunities to integrate different pre-existing knowledge and the va riation of teaching methods to enhance co-operation and communication in th e classroom. The core of this study is an intervention in 31 classes of pub lic schools in Switzerland. The intervention,:one unit in optics and one in motion (velocity/acceleration), includes the first 40 lessons of the first physics course that all students have to attend at the upper secondary lev el. Data sources are various student and teacher questionnaires, tests and semi-structured interviews with teachers. Results of the entrance and final survey are presented. The focus will be on some of the applied strategies. Implications for the reaching and learning of physics and for teacher educ ation are discussed.