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Title:
"Does Physics Teaching Affect Gender-Based Science Anxiety?", M. K. Udo, G. P Ramsey, S. Reynolds-Alpert, and J. V. Mallow, Journal of Science Education and Technology, Vol. 10 No. 3, 2001

Purposes:
This study is to find the factors contributing to anxiety as for a science subject and to investigate influences toward anxiety with semester courses. Then, the possible solutions are discussed to reduce such anxiety.

History:
Quite a few pieces of research have shown that female students are under-represented in the fields of mathematics, physics, and physics-based engineering. On the other hand, a specific anxiety called science anxirty seemed to be a factor for the anxiety for female students. Some research showed that science anxiety and the gender differences begin as early as nine years old. In a general sense, American Association of Physics Teachers noticed students' lack of confidence toward physics classes and offerred a workshop. This research goes to more in-depth to identify the factors of anxiety in terms of science and nonscience anxiety, majors, genders, and so called acute anxiety, which is an expression of "much" and very much" for their anxiety.

Mthod:
The science anxiety questionnaire are taken in all range of physics classes, such as conceptual physics, algebra-based physics, calculus-based physics, and astronomy.

Discussion:
Female students' anxiety is significantly different from male students'. With interactive teaching, nonscience ("trait") anxiety can be largely reduced and acute science anxiety was also improved. Women likely persist in keeping class to the end of semester, but this has more profound insight. Women tend not to drop when the population of female students is mojority. The gender of the teacher affects the anxiety toward students. The same gender tend to ease anxiety.