How an active-learning class influences physics self-efficacy in pre-service teachers

Jon D.H. Gaffney; Amy L. Housley Gaffney; Ellen L. Usher; Natasha A. Mamaril

doi:10.1063/1.4789670

How an active-learning class influences physics self-efficacy in pre-service teachers

Jon D.H. Gaffney, Amy L. Housley Gaffney, Ellen L. Usher, Natasha A. Mamaril

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

2 Scopus citations

Abstract

Education majors in an inquiry-based physics content course were asked to reflect on the ways the course affected their self-efficacy for completing physics tasks, such as creating a circuit. Responses were coded according to the contributor of the influence and whether that influence was positive or negative. The group learning structure, hands-on activities in the class, and the constructed repertoire of science knowledge, processes, and activities, were all reported to be positive influences on self-efficacy, whereas the influence of the instructor was mixed. Overall, students' responses indicated both a desire for more guidance and lecture and an appreciation for their ability to construct their own understanding through the class activities.

Original language	English
Title of host publication	2012 Physics Education Research Conference
Editors	N. Sanjay Rebello, Paula V. Engelhardt, Alice D. Churukian
Pages	134-137
Number of pages	4
ISBN (Electronic)	9780735411340
DOIs	https://doi.org/10.1063/1.4789670
State	Published - 2013
Event	2012 Physics Education Research Conference, PERC 2012 - Philadelphia, United States Duration: Aug 1 2012 → Aug 2 2012

Publication series

Name	AIP Conference Proceedings
Volume	1513
ISSN (Print)	0094-243X
ISSN (Electronic)	1551-7616

Conference

Conference	2012 Physics Education Research Conference, PERC 2012
Country/Territory	United States
City	Philadelphia
Period	8/1/12 → 8/2/12

Bibliographical note

Publisher Copyright:
© 2013 American Institute of Physics.

Keywords

active learning
pre-service teachers
self-efficacy
student affect

ASJC Scopus subject areas

General Physics and Astronomy

Access to Document

10.1063/1.4789670

Cite this

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title = "How an active-learning class influences physics self-efficacy in pre-service teachers",

abstract = "Education majors in an inquiry-based physics content course were asked to reflect on the ways the course affected their self-efficacy for completing physics tasks, such as creating a circuit. Responses were coded according to the contributor of the influence and whether that influence was positive or negative. The group learning structure, hands-on activities in the class, and the constructed repertoire of science knowledge, processes, and activities, were all reported to be positive influences on self-efficacy, whereas the influence of the instructor was mixed. Overall, students' responses indicated both a desire for more guidance and lecture and an appreciation for their ability to construct their own understanding through the class activities.",

keywords = "active learning, pre-service teachers, self-efficacy, student affect",

author = "Gaffney, {Jon D.H.} and {Housley Gaffney}, {Amy L.} and Usher, {Ellen L.} and Mamaril, {Natasha A.}",

note = "Publisher Copyright: {\textcopyright} 2013 American Institute of Physics.; 2012 Physics Education Research Conference, PERC 2012 ; Conference date: 01-08-2012 Through 02-08-2012",

year = "2013",

doi = "10.1063/1.4789670",

language = "English",

series = "AIP Conference Proceedings",

pages = "134--137",

editor = "Rebello, {N. Sanjay} and Engelhardt, {Paula V.} and Churukian, {Alice D.}",

booktitle = "2012 Physics Education Research Conference",

}

Gaffney, JDH, Housley Gaffney, AL, Usher, EL & Mamaril, NA 2013, How an active-learning class influences physics self-efficacy in pre-service teachers. in NS Rebello, PV Engelhardt & AD Churukian (eds), 2012 Physics Education Research Conference. AIP Conference Proceedings, vol. 1513, pp. 134-137, 2012 Physics Education Research Conference, PERC 2012, Philadelphia, United States, 8/1/12. https://doi.org/10.1063/1.4789670

How an active-learning class influences physics self-efficacy in pre-service teachers. / Gaffney, Jon D.H.; Housley Gaffney, Amy L.; Usher, Ellen L. et al.
2012 Physics Education Research Conference. ed. / N. Sanjay Rebello; Paula V. Engelhardt; Alice D. Churukian. 2013. p. 134-137 (AIP Conference Proceedings; Vol. 1513).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - Education majors in an inquiry-based physics content course were asked to reflect on the ways the course affected their self-efficacy for completing physics tasks, such as creating a circuit. Responses were coded according to the contributor of the influence and whether that influence was positive or negative. The group learning structure, hands-on activities in the class, and the constructed repertoire of science knowledge, processes, and activities, were all reported to be positive influences on self-efficacy, whereas the influence of the instructor was mixed. Overall, students' responses indicated both a desire for more guidance and lecture and an appreciation for their ability to construct their own understanding through the class activities.

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How an active-learning class influences physics self-efficacy in pre-service teachers

Abstract

Publication series

Conference

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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