Gender differences in inquiry-based learning at the middle school level

This poster presents empirical findings on gender differences during an inquiry- based learning history project at the middle school level. Weekly surveys during the project designed to solicit cognitive and affective responses from students' as well as demographic surveys and exit surveys were conducted. Overall the results show that boys are more confident than girls during inquiry- based learning while girls feel more confident, sure and satisfied than boys after the project is completed. Although only the confidence level of boys and girls will be discussed here the results show that gender analysis is essential to understanding how preteens seek information. This poster is an exploration of new and promising work on the topic of gender, preteens and inquiry-based learning.