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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| Auteurs principaux: | , , , |
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| Format: | article |
| Langue: | EN |
| Publié: |
American Physical Society
2021
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| Sujets: | |
| Accès en ligne: | https://doaj.org/article/8012d952da65492cba2bc3f34e6c566e |
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