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...

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Autores principales: Espinosa, Tobias, Ferreira Selau, Felipe, Solano Araujo, Ives, Veit, Eliane Angela
Formato: Artículo revista
Lenguaje:Portugués
Publicado: Asociación de Profesores de Física de la Argentina 2017
Materias:
Autoeficácia
Métodos ativos de ensino
Ensino de Física.
Self–efficacy
active teaching methods
Physics Education.
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18800
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
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record_format ojs
spelling I10-R316-article-188002024-03-05T17:06:32Z Students’ self–efficacy measures and active methods for physics education: an explanatory case study Medidas de autoeficácia discente e métodos ativos de ensino de física: um estudo de caso explanatório Espinosa, Tobias Ferreira Selau, Felipe Solano Araujo, Ives Veit, Eliane Angela Autoeficácia Métodos ativos de ensino Ensino de Física. Self–efficacy active teaching methods Physics Education. 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. Os julgamentos que os indivíduos fazem a respeito das próprias capacidades em realizar ações/tarefas especí-ficas – as crenças de autoeficácia – influenciam no desempenho, persistência, resiliência e quantidade de esforço empregado nelas. Por isso, parte da comunidade de pesquisa em ensino de Física, em especial aqueles que estudam métodos ativos de ensino, tem envidado esforços no sentido de promover o desenvolvimento de crenças de autoeficácia ligadas ao aprendizado de física. No entanto, pesquisas apontam para uma não alteração, ou até mesmo uma pequena redução, nos níveis de autoeficácia percebida pelos estudantes em função da experiência com métodos ativos. Neste estudo de caso explanatório, argumentamos que uma nova experiência de ensino pode levar a um reajuste dos níveis de autoeficácia discente, despercebido devido à forma como normalmente são medidos, com pré e pós–teste. Asociación de Profesores de Física de la Argentina 2017-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18800 10.55767/2451.6007.v29.n2.18800 Journal of Physics Teaching; Vol. 29 No. 2 (2017): July - December; 7-20 Revista de Enseñanza de la Física; Vol. 29 Núm. 2 (2017): Julio - Diciembre; 7-20 Revista de Enseñanza de la Física; v. 29 n. 2 (2017): July - December; 7-20 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18800/18656 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18800/21538 Derechos de autor 2017 Tobias Espinosa, Felipe Ferreira Selau, Ives Solano Araujo, Eliane Angela Veit http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Portugués
format Artículo revista
topic Autoeficácia
Métodos ativos de ensino
Ensino de Física.
Self–efficacy
active teaching methods
Physics Education.
spellingShingle Autoeficácia
Métodos ativos de ensino
Ensino de Física.
Self–efficacy
active teaching methods
Physics Education.
Espinosa, Tobias
Ferreira Selau, Felipe
Solano Araujo, Ives
Veit, Eliane Angela
Students’ self–efficacy measures and active methods for physics education: an explanatory case study
topic_facet Autoeficácia
Métodos ativos de ensino
Ensino de Física.
Self–efficacy
active teaching methods
Physics Education.
author Espinosa, Tobias
Ferreira Selau, Felipe
Solano Araujo, Ives
Veit, Eliane Angela
author_facet Espinosa, Tobias
Ferreira Selau, Felipe
Solano Araujo, Ives
Veit, Eliane Angela
author_sort Espinosa, Tobias
title Students’ self–efficacy measures and active methods for physics education: an explanatory case study
title_short Students’ self–efficacy measures and active methods for physics education: an explanatory case study
title_full Students’ self–efficacy measures and active methods for physics education: an explanatory case study
title_fullStr Students’ self–efficacy measures and active methods for physics education: an explanatory case study
title_full_unstemmed Students’ self–efficacy measures and active methods for physics education: an explanatory case study
title_sort students’ self–efficacy measures and active methods for physics education: an explanatory case study
description 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.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2017
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18800
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