Gender Differences in Inquiry-Based Learning at the Middle School Level

摘要

This poster presents empirical findings on genderdifferences during an inquiry- based learning history projectat the middle school level. Weekly surveys during theproject designed to solicit cognitive and affective responsesfrom students’ as well as demographic surveys and exitsurveys were conducted. Overall the results show that boysare more confident than girls during inquiry- based learningwhile girls feel more confident, sure and satisfied than boysafter the project is completed. Although only theconfidence level of boys and girls will be discussed here theresults show that gender analysis is essential tounderstanding how preteens seek information. This posteris an exploration of new and promising work on the topic ofgender, preteens and inquiry-based learning.