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.

中文翻译：

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积极的态度转变和缩小的性别鸿沟：专家式的态度是否与物理课堂中女性的更高学习成就相关？

大量研究表明，在物理入门级课堂中采用互动式参与教学法，始终可以带来显着的学生学习成果。但是，除了少数例外，这些学习成果往往不会伴随着对物理学和学习物理学更加专家般的态度和信念。实际上，在传统授课和主动学习的课堂环境中，一学期的授课后，学生的态度和信念常常变得像新手。此外，在接受指导之前，男性在概念清单（例如“部队概念清单”（FCI））上的得分通常高于女性，在态度调查（例如“科罗拉多州对科学调查的学习态度”（CLASS）和性别差距）方面的得分通常高于女性。通常坚持以下指示。在本文中，我们针对FCI和CLASS上的Virginia Tech物理专业的三年专业前后匹配数据进行了分析。这些课程的教学采用了同伴教学，小组问题解决和直接教学的混合教学模型，并明确关注概念理解和成长心态的重要性。我们发现FCI的性别差距有所减少，男女在CLASS上都表现出积极，专家般的转变。也许最令人惊讶的是，我们发现女性的学生在课后成绩与标准化的FCI增益之间存在有意义的关联，而男性则没有。以及对概念理解和成长心态的重要性的明确关注。我们发现FCI的性别差距有所缩小，男女在CLASS上都表现出积极，专家般的转变。也许最令人惊讶的是，我们发现女性的学生在课后成绩与标准化的FCI增益之间存在有意义的关联，而男性则没有。以及对概念理解和成长心态的重要性的明确关注。我们发现FCI的性别差距有所减少，男女在CLASS上都表现出积极，专家般的转变。也许最令人惊讶的是，我们发现女性的学生在课后成绩与标准化的FCI增益之间存在有意义的关联，而男性则没有。