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Volume 5 Issue 1 (2010)

Differences between boys and girls in extracurricular learning settings

Katrin Bätz, Sebastian Wittler & Matthias Wilde

pp. 51-64   |  Article Number: ijese.2010.005
Published Online: January 10, 2010

Full text PDF Citation
APA 6th edition
In-text: (Bätz, Wittler & Wilde, 2010)
Your Bibliography: Bätz, K., Wittler, S. & Wilde, M. (2010). Differences between boys and girls in extracurricular learning settings . International Journal of Environmental and Science Education, 5(1), 51-64.
Harvard
In-text: (Bätz, Wittler and Wilde, 2010)
Your Bibliography: Bätz, K., Wittler, S. and Wilde, M. (2010). Differences between boys and girls in extracurricular learning settings . International Journal of Environmental and Science Education, 5(1), pp. 51-64.
Chicago 16th edition
In-text: (Bätz, Wittler and Wilde 2010)
Your Bibliography: Bätz, Katrin, Sebastian Wittler and Matthias Wilde (2010). "Differences between boys and girls in extracurricular learning settings ". International Journal of Environmental and Science Education 5 (1):51-64.

Abstract

Only few psychological differences between the sexes can be proven empirically. Presented here is a study about learning in the extracurricular environment of a zoological garden during a school excursion with particular regard to the differences between boys and girls. In the main focus are, hereby, motivational and cognitive levels of the aforementioned learning situation. A pre/post-test design was conducted with 223 fifth graders of the highest stratification level (Gymnasium). Girls showed a higher degree of intrinsic motivation and also had statistically significant more knowledge gain in the subscale of open-ended knowledge-items. The results are discussed within the framework of the Contextual Model of Learning. 
 

Keywords: contextual model of learning, extracurricular learning, gender, intrinsic motivation

References