Students’ self–efficacy measures and active methods for physics education: an explanatory case study
The judgments about one’s own capabilities in organize and execute courses of action/tasks (self–efficacy be-liefs) influences his/her performance, perseverance, resilience, and effort to accomplish them. For this reason, part of Physics Educational Research (PER) community has been working to promo...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | Spanish |
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Asociación de Profesores de Física de Argentina
2017-12-01
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| Series: | Revista de Enseñanza de la Física |
| Subjects: | |
| Online Access: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18800 |
| Summary: | The judgments about one’s own capabilities in organize and execute courses of action/tasks (self–efficacy be-liefs) influences his/her performance, perseverance, resilience, and effort to accomplish them. For this reason, part of Physics Educational Research (PER) community has been working to promote, through active learning approaches, the development of students’ perceived self–efficacy related to learning physics. However, the PER literature indicates that there is no change, or even a small reduction, in the levels of students’ physics self–efficacy as a result of their experience with active teaching methods. In this explanatory case study, we argue that a new teaching experience may lead to a readjustment of students’ self–efficacy, unnoticed because of the way they are usually measured, with pre and post–test.<br /><br /> |
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| ISSN: | 0326-7091 2250-6101 |