[This paper is part of the Focused Collection on Instructional labs: Improving traditions and new directions.] Recent studies provide evidence that social constructivist pedagogical methods such as active learning, interactive engagement, and inquiry-based learning, while pedagogically more effective, can enable inequities in the classroom. By conducting a quantitative empirical examination of gender-inequitable group dynamics in two inquiry-based physics labs, we extend results of previous work. Using a survey on group work preferences and video recordings of lab sessions, we find similar patterns of gendered role taking noted in prior studies. These results are not reducible to differences in students’ preferences. We find that an intervention which employed partner agreement forms, with the goal of reducing inequities, had a positive impact on students’ engagement with equipment during a first-semester lab course. Our work will inform implementation of more effective interventions in the future and emphasizes challenges faced by instructors who are dedicated to both research-based pedagogical practices and efforts to promote diversity, equity, and inclusion in their classrooms.

中文翻译：

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基于探究的实验室中的群体动态：性别不平等和合作伙伴协议的有效性

[本文是教学实验室集中收集的一部分：改进传统和新方向。]最近的研究提供的证据表明，社会建构主义教学方法，如主动学习、互动参与和探究式学习，虽然在教学上更有效，但可以使课堂上的不平等。通过在两个基于探究的物理实验室中对性别不平等群体动态进行定量实证检验，我们扩展了之前的工作成果。通过对小组工作偏好和实验室会议视频记录的调查，我们发现了先前研究中注意到的类似的性别角色模式。这些结果不能归结为学生偏好的差异。我们发现，采用合作伙伴协议形式的干预措施，旨在减少不平等，对学生在第一学期实验课程中使用设备的参与产生了积极影响。我们的工作将为未来实施更有效的干预措施提供信息，并强调致力于基于研究的教学实践和努力促进课堂多样性、公平性和包容性的教师所面临的挑战。