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A large body of research shows that using interactive engagement pedagogy inthe introductory physics classroom consistently results in significant studentlearning gains; however, with a few exceptions, those learning gains tend notto be accompanied by more expertlike attitudes and beliefs about physics andlearning physics. In fact, in both traditionally taught and active learningclassroom environments, students often become more novicelike in theirattitudes and beliefs following a semester of instruction. Further, prior toinstruction, men typically score higher than women on conceptual inventories,such as the Force Concept Inventory (FCI), and more expertlike on attitudinalsurveys, 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 VirginiaTech on the FCI and the CLASS. The courses were taught using a blendedpedagogical model of peer instruction, group problem solving, and directinstruction, along with an explicit focus on the importance of conceptualunderstanding and a growth mindset. We found that the FCI gender gap decreased,and both men and women showed positive, expertlike shifts on the CLASS. Perhapsmost surprisingly, we found a meaningful correlation between a student's post-CLASS score and normalized FCI gain for women, but not for men.

physical review. physics education research

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