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http://dx.doi.org/10.9722/JGTE.2011.21.1.123

Girls Left Behind in Science Gifted Education?: Gender Differences in Science Affective Domains among Top 10% High Achievers in PISA 2006  

Seo, Hae-Ae (Pusan National University)
Publication Information
Journal of Gifted/Talented Education / v.21, no.1, 2011 , pp. 123-139 More about this Journal
Abstract
The research paid attention to the fact that top 10% high achievers of girls in high schools are not equally provided with opportunities for science gifted education in Korea. For this reason, the research examined gender differences in science achievement and science affective domain through employing PISA 2006 science achievement test and survey of science affective domains. The research subjects of 132 students as top 10% high achievers extracted from those 1,409 students who were nationwidely sampled and responded to the science achievement test and science affective domain survey in July 2008. The responses by 132 students of top 10% high achievers were analyzed. The findings revealed that there is no significant difference of science achievement and most items of science affective domain survey between girls and boys of top 10% population in high schools. Further, it was indicated that top 10% high achieving girls have interest, self-concept, self-efficacy, future job aspiration in science as high as boys. In conclusions, further attentions to provide more opportunities of science gifted education for girls are called for.
Keywords
PISA 2006 science achievement; Science affective domain; Top 10% high achievers in science;
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