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We present a study on the development of Finnish first-year physics majors'attitudes towards physics, as measured by the Colorado Learning Attitudes aboutScience Survey, before, during and after the period of mandatory remotelearning due to the coronavirus pandemic. We find that in the years before thepandemic, these attitudes did not change, but the period of extended remotelearning due to the pandemic had a negative effect on the students' expert-likeviews. Similarly, the students who experienced the remote learning period inhigh school displayed a lower level of expert-like thinking as they entereduniversity. As contact teaching resumed, moderate positive gains were seen,bridging some but not all of the gap in student attitudes left by the pandemic.

Ongoing effects of pandemic-imposed learning disruption on student attitudes