期刊名称：Physical Review ST Physics Education Research
电子版ISSN：1554-9178
出版年度：2017
卷号：13
期号：2
页码：1-8
DOI：10.1103/PhysRevPhysEducRes.13.020117
出版社：American Physical Society
摘要：We address previous hypotheses about possible factors influencing the gender gap in attainment in physics. Specifically, previous studies claim that scaffolding may preferentially benefit female students, and we present some alternative conclusions surrounding this hypothesis. By taking both student attainment level and the degree of question scaffolding into account, we identify questions that exhibit real bias in favor of male students. We find that both multidimensional context and use of diagrams are common elements of such questions.
