Attracting Girls to Physics

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physics qualifications is a major approach in attracting girls to physics. This paper presents ... Keywords: physics, education, girls, outreach. PACS: 01.40.gb ...
Attracting Girls to Physics Barbara Sandow, Ann Marks, and Anne Borg Citation: AIP Conf. Proc. 1119, 11 (2009); doi: 10.1063/1.3137731 View online: http://dx.doi.org/10.1063/1.3137731 View Table of Contents: http://proceedings.aip.org/dbt/dbt.jsp?KEY=APCPCS&Volume=1119&Issue=1 Published by the American Institute of Physics.

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Attracting Girls to Physics Barbara Sandow^, Ann Marks'', and Anne Borg'^ "Institutfur Experimentalphysik, Freie Universitat Berlin, Berlin, Germany Department of Physics and Astronomy, University of Sheffield, Sheffield, UK '^Department of Physics, Norwegian University of Science and Technology, Trondheim, Norway Abstract. In most countries the number of girls studying physics, as well female physicists in academic positions, is still low. Active recruitment at all levels is essential to change this situation. In some countries a large proportion of students are female, but career progression is difficult. Highlighting the broad spectrum of career opportunities for those with physics qualifications is a major approach in attracting girls to physics. This paper presents findings, examples of best practices, and recommendations resulting from the workshop. Attracting Girls to Physics, organized as part of the Third lUPAP International Conference on Women in Physics, Seoul, 2008. Keywords: physics, education, girls, outreach PACS: 01.40.gb, 01.30.1a, 01.30.1b

The Attracting Girls to Physics workshop was organized in three sessions. Presentations and plenary discussions addressed (1) attracting girls and boys to physics, (2) girl-friendly pedagogy, and (3) girls' camps, summer schools, and outreach programs.

ATTRACTING GIRLS TO PHYSICS Young people want worthwhile and fulfilling work. Actualization of this ideal is affected by the culture and societal development of each of the world's nations. How does interest in physics fit in this picture? Several studies have addressed the question of why girls turn away from physics [1-3]. "Prototypical" physics, envisioned as difficult, hierarchical, and objective, is common in classrooms and undermines the more inclusive presentation of physics [1]. Some studies show that understanding physics has different meanings for boys versus girls. Girls understand a concept only when they can place it in a broader perspective. They want to know why things happen in science. To a larger extent, boys find physics has value in itself and are satisfied if there is coherence among the various physics concepts learned [4]. Another observation is that boys' self-concept related to physics is higher than their self-concept related to general studies; the opposite is the case for girls [5]. Encouraging girls to study physics and possibly pursue physics careers requires effort at several levels. An important issue in attracting girls to choose a physics career is the image of the field as a profession [6]. What can we do to make physics interesting in the eyes of young people? Meteorology as a branch of physics recently radically changed its image in Norway and the UK from that of a profession for serious-looking, middle-aged men, to one that includes young women interested in the environment and current fashion. Role models are vital. They should come from diverse backgrounds, be engaged in the range of areas in physics, and represent various educational and academic levels. Those involved in outreach and recmitment should present themselves as "real" people with families and interests in the wider world. In a number of countries where the relative number of girls studying physics is high, career options are not clear and the majority of students become secondary school teachers. Family demands also take women from physics careers. There is a need to change institutional structures to support women physicists with families. Promoting career options and showing the strength of physics as a science for solving future challenges in any country should be encouraged.

TEACHING PHYSICS TO GIRLS Research commissioned by the UK's Institute of Physics on the participation of girls in the physics classroom was reported at the Attracting Girls to Physics workshop. This research examined factors that influence girls' choices and considered the impact of various strategies to enhance girls' attraction to, and achievement in, physics. CP1119, Women inPhysics, The T lUPAPInternational Conference on Women inPhysics edited by B. K. Hartline, K. R. Horton, and C. M. Kaicher © 2009 American Institute of Pliysics 978-0-7354-0645-2/09/$25.00

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Findings show that girls are more sensitive to poor teaching practices than boys. The best practice guide Girls in the Physics Classroom: A Teachers' Guide for Action and training videos have been developed [7]. These recommend that the physics curriculum must develop understanding of how physics relates to students, contributes to the modem world, and opens up careers. There are innumerable examples of excellent, inspiring physics teachers, but too many students are taught by teachers with a poor understanding of physics. This makes it unlikely that these students will choose to major in physics at the university level. Improving the knowledge of physics among teachers benefits all pupils. In response, the group "Lady Cats" has been formed by women physics teachers in Japan (see abstract by M. Tanemura et al. in Poster Abstract section of these Proceedings). This organization has collected simple and inexpensive—^yet fascinating—experiments that demonstrate the principles of physics. Its objective is to help primary school teachers who have studied only general teachers' courses gain the training and confidence to teach science, especially physics. Qualifications of physics teachers vary from place to place. Measures to improve competence are imperative and need to be addressed at the national level in countries where teachers have a generally weak knowledge of physics. To improve the situation in the long term, some strong undergraduate majors in physics should be encouraged to consider secondary teaching as a viable career option. An example of successful reform of teaching methods was presented at the workshop session, "Female-Friendly Physics: Lessons from a Radically-Reformed University Course," by J. Clark Bhckenstaff of the University of Southern Mississippi. Traditional lectures for a physics course aimed at life science majors were greatly reduced. Emphasis was put on discussion, laboratory groups, and providing a cooperative learning setting. In Egypt a range of activities are organized to enrich teaching methods, such as short courses, capacity-building workshops, and creation of computer resources. An outcome of the workshop was the recognition that diverse teaching methods promoting creativity, active participation, and collaborative work are beneficial to girls, as well as boys. Teaching strategies that foster girls' self-confidence are important. Physicists who wish to be engaged in outreach must learn from their colleagues in physics teaching and education, so lessons learned about effective outreach by the teaching traditions can be employed to attract young people to the field of physics.

OUTREACH The workshop was an excellent opportunity to identify best practices by comparing international developments. New, successful outreach projects to children below the age of 11 were reported by several countries. It was agreed that the image of science in general is formed at an early age. Outreach to young children, both girls and boys, is key. Explanation of activities should start from basic principles, and be clear and logical. Successful approaches include active participation by the children and fun elements, relating physics to the children's experiences and everyday life. Using items found around the home, children can replicate activities to explain to parents, family, and friends, to whom outreach can also be beneficial. An example of a best practice is the "Physics in Primary Schools Project" from the UK. Physicists take enjoyable, age-appropriate presentations into primary schools [8]. The novel activities and games, which are free to download, are described in detail on this web-based resource (www.iop.org/pips). The PowerPoint presentations for classroom use have few words and are simple to translate into other languages. An initiative with great potential has been undertaken in the U.S. to help girls and boys from underrepresented groups (such as African-Americans and Hispanics) gain interest in science. Motivational talks are given by young scientists from these groups, addressing "What Is a Scientist?" and African-American and Hispanic history. There are demonstrations and hands-on activities. The challenges of the future are addressed, along with the importance of knowledge in science and mathematics for solving these issues. Outreach activities, including summer schools, school and campus visits, and science fairs have been developed in many countries. Summer schools with hands-on experimental activities have proven very successful. Simple, inexpensive experiments organized by physics students for younger pupils and teenagers are appreciated. Light and atoms can be demonstrated very beautifully with a few readily available components, while more advanced experiments and educational material can be provided through the web as a supplementary source [9]. For example, an optical spectrograph can be made easily.

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OUTCOMES AND RECOMMENDATIONS The following recommendations are from the Attracting Girls to Physics workshop: • Provide a variety of pedagogically well-prepared outreach programs, and include young children. • Encourage active participation, creativity, and collaboration in teaching physics to excite girls' interest. • Provide training for teachers lacking a physics background. • Present youthful role models from a wide variety of backgrounds and physics areas to strengthen the image of the field. • Highlight the breadth of career opportunities in physics. • Share resources and best practices internationally. A large number of outreach activities and teaching materials are available on the internet. Many of these have been developed over recent years and are available for free. Examples are through the Institute of Physics (www.iop.org/activity/education/index.html; www.physics.org/), and the German government (www.lemortlabor.de/en/index.php; www.iais.fraunhofer.de/roberta-eu.html). An internet resource of materials from the Attracting Girls to Physics workshop will be made available on the webpage of the lUPAP Working Group of Women in Physics (http://wgwip.df.uba.ar/).

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H.B. Carlone, "Innovative Science Within and Against a Culture of Achievement," Science Education 87: 307-328, 2003. C. Angell, O. Guttersrud, E.K. Henriksen, and A. Isnes, "Physics: Frightful, But Fun. Pupils' and Teachers' Views of Physics and Physics Teaching," Science Education 88: 683-706, 2004. J. Osborne and S. Collins, "Pupils' Views of the Role and Value of the Science Curriculum: A Focus-Group Study," International Journal of Science Education 23: 441-467, 2001. H. Stadler, R. Duit, and G. Benke, "Do Boys and Girls Understand Physics Differently?" Physics Education 35: 417-422, 2000. P. Haussler and L. A. Hoffmann, "A Curricular Frame for Physics Education: Development, Comparison with Students' Interests, and Impact on Students' Achievement and Self-Concept," Science Education 84: 689-705, 2000. A. Borg, E. Henriksen, and C. Schreiner, "Girls and Education—Physics Not an Option?" workshop presentation. Third lUPAP Women in Physics Conference, Seoul, Korea, October 8-10, 2008 [http://wgwip.dfuba.ar/useful_resources/ material.html]. Institute of Physics website. Girls in the Physics Classroom: A Teachers' Guide for Action [www.iop.org/activity/education/ Policy/Policy%20and%20consultations/page_22210.html]. A. Marks, "Physicists in Primary Schools Project (PIPS): Fun Presentations for Physicists to Take into Schools Worldwide," workshop presentation. Third lUPAP Women in Physics Conference, Seoul, Korea, October 8-10, 2008 [http://wgwip.dfuba.ar/useful_resources/material.html]. Michigan State University Electroweak Symmetry Breaking Group website [www.msu.edu/~sekhar/ewsb/outreach.html].

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