Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?

A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be accompanied by more expertlike attitudes and beliefs about p...

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Autores principales:	Alma Robinson, John H. Simonetti, Kasey Richardson, Megan Wawro
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/8012d952da65492cba2bc3f34e6c566e
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spelling	oai:doaj.org-article:8012d952da65492cba2bc3f34e6c566e2021-12-02T14:23:35ZPositive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?10.1103/PhysRevPhysEducRes.17.0101012469-9896https://doaj.org/article/8012d952da65492cba2bc3f34e6c566e2021-01-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.010101http://doi.org/10.1103/PhysRevPhysEducRes.17.010101https://doaj.org/toc/2469-9896A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be accompanied by more expertlike attitudes and beliefs about physics and learning physics. In fact, in both traditionally taught and active learning classroom environments, students often become more novicelike in their attitudes and beliefs following a semester of instruction. Furthermore, prior to instruction, men typically score higher than women on conceptual inventories, such as the Force Concept Inventory (FCI), and more expertlike on attitudinal surveys, such as the Colorado Learning Attitudes about Science Survey (CLASS), and those gender gaps generally persist following instruction. In this paper, we analyze three years of pre-post matched data for physics majors at Virginia Tech on the FCI and the CLASS. The courses were taught using a blended pedagogical model of peer instruction, group problem solving, and direct instruction, along with an explicit focus on the importance of conceptual understanding and a growth mindset. We found that the FCI gender gap decreased, and both men and women showed positive, expertlike shifts on the CLASS. Perhaps most surprisingly, we found a meaningful correlation between a student’s post-CLASS score and normalized FCI gain for women, but not for men.Alma RobinsonJohn H. SimonettiKasey RichardsonMegan WawroAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 1, p 010101 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Alma Robinson John H. Simonetti Kasey Richardson Megan Wawro Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?
description	A large body of research shows that using interactive engagement pedagogy in the introductory physics classroom consistently results in significant student learning gains; however, with a few exceptions, those learning gains tend not to be accompanied by more expertlike attitudes and beliefs about physics and learning physics. In fact, in both traditionally taught and active learning classroom environments, students often become more novicelike in their attitudes and beliefs following a semester of instruction. Furthermore, prior to instruction, men typically score higher than women on conceptual inventories, such as the Force Concept Inventory (FCI), and more expertlike on attitudinal surveys, such as the Colorado Learning Attitudes about Science Survey (CLASS), and those gender gaps generally persist following instruction. In this paper, we analyze three years of pre-post matched data for physics majors at Virginia Tech on the FCI and the CLASS. The courses were taught using a blended pedagogical model of peer instruction, group problem solving, and direct instruction, along with an explicit focus on the importance of conceptual understanding and a growth mindset. We found that the FCI gender gap decreased, and both men and women showed positive, expertlike shifts on the CLASS. Perhaps most surprisingly, we found a meaningful correlation between a student’s post-CLASS score and normalized FCI gain for women, but not for men.
format	article
author	Alma Robinson John H. Simonetti Kasey Richardson Megan Wawro
author_facet	Alma Robinson John H. Simonetti Kasey Richardson Megan Wawro
author_sort	Alma Robinson
title	Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?
title_short	Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?
title_full	Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?
title_fullStr	Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?
title_full_unstemmed	Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?
title_sort	positive attitudinal shifts and a narrowing gender gap: do expertlike attitudes correlate to higher learning gains for women in the physics classroom?
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/8012d952da65492cba2bc3f34e6c566e
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Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?

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