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Physical Review Physics Education Research
written by Alma Robinson, John Simonetti, Kasey Richardson, and Megan Wawro
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.
Physical Review Physics Education Research: Volume 17, Issue 1, Pages 010101
Subjects Levels Resource Types
Classical Mechanics
- General
Education - Applied Research
- Active Learning
= Inquiry Learning
= Problem Solving
- Learning Environment
- Recruitment
= Diversity
Education - Basic Research
- Assessment
= Conceptual Assessment
= Self Assessment
- Problem Solving
= Expert-Novice Comparisons
- Sample Population
= Gender
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
= Skills
General Physics
- Physics Education Research
- Scientific Reasoning
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Researchers
- Educators
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.010101
NSF Numbers:
Math
EAGER
1544225
Keywords:
CLASS assessment, FCI, Force Concept Inventory, gender equity, physics attitudes
Record Creator:
Metadata instance created May 12, 2021 by Bruce Mason
Record Updated:
July 19, 2022 by Caroline Hall
Last Update
when Cataloged:
January 13, 2021
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AIP Format
A. Robinson, J. Simonetti, K. Richardson, and M. Wawro, , Phys. Rev. Phys. Educ. Res. 17 (1), 010101 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.010101).
AJP/PRST-PER
A. Robinson, J. Simonetti, K. Richardson, and M. Wawro, Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?, Phys. Rev. Phys. Educ. Res. 17 (1), 010101 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.010101>.
APA Format
Robinson, A., Simonetti, J., Richardson, K., & Wawro, M. (2021, January 13). Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?. Phys. Rev. Phys. Educ. Res., 17(1), 010101. Retrieved October 2, 2023, from https://doi.org/10.1103/PhysRevPhysEducRes.17.010101
Chicago Format
Robinson, A, J. Simonetti, K. Richardson, and M. Wawro. "Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?." Phys. Rev. Phys. Educ. Res. 17, no. 1, (January 13, 2021): 010101, https://doi.org/10.1103/PhysRevPhysEducRes.17.010101 (accessed 2 October 2023).
MLA Format
Robinson, Alma, John Simonetti, Kasey Richardson, and Megan Wawro. "Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?." Phys. Rev. Phys. Educ. Res. 17.1 (2021): 010101. 2 Oct. 2023 <https://doi.org/10.1103/PhysRevPhysEducRes.17.010101>.
BibTeX Export Format
@article{ Author = "Alma Robinson and John Simonetti and Kasey Richardson and Megan Wawro", Title = {Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {1}, Pages = {010101}, Month = {January}, Year = {2021} }
Refer Export Format

%A Alma Robinson %A John Simonetti %A Kasey Richardson %A Megan Wawro %T Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom? %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %D January 13, 2021 %P 010101 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010101 %O text/html

EndNote Export Format

%0 Journal Article %A Robinson, Alma %A Simonetti, John %A Richardson, Kasey %A Wawro, Megan %D January 13, 2021 %T Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom? %J Phys. Rev. Phys. Educ. Res. %V 17 %N 1 %P 010101 %8 January 13, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.010101


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