Draw your physics homework?: Art as a path to understanding and assessment in undergraduate science education

Abstract

In spite of government initiatives to attract a more diverse population of learners into science and technology, results of a number of studies in the United States (Hazari et al., 2010; Blickenstaff, 2005, e.g.) and Europe (Sjøberg & Schreiner, 2007, e.g.) suggest that the standard introductory physics curriculum - the gateway course for all science and technology majors - may be a deterrent for many students, particularly females. Thus, my initial motivation for incorporating arts-based teaching strategies in an introductory physics course was an attempt to redress the persistent gender bias in physics by attracting a broader population of learners in general, which would naturally include females.