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Journal of College Science Teaching
written by Heidi S. Fencl and Karen R. Scheel
Given the success of self-efficacy theory for predicting student success in scientific study, and the demonstrated effect that teaching approaches have on student self-efficacy in majors courses, the purpose of this study is to ask if similar relationships between pedagogy and self-efficacy exist in introductory science courses for non-physical science majors. In particular, this study proposes to identify which, if any, teaching approaches affect student self-efficacy in physics, and to identify the sources of efficacy through which those pedagogies have their effect. An additional goal of the study is to probe the relationship among teaching approaches, course climate, and student confidence. A three-part student survey instrument was developed to gather information about the course, physics self-efficacy, and demographics. Demographic information included math background, ACT score, GPA, race/ethnicity, age, sex, and major. Question and answer, collaborative learning, conceptual problems, electronic applications, and inquiry labs were found to make significant, unique contributions to self-efficacy and/or classroom climate.
Journal of College Science Teaching: Volume 35, Issue 1, Pages 20-24
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Assessment
- Learning Theory
- Lower Undergraduate
- Reference Material
= Research study
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© 2005 NSTA
Keywords:
Course Climate, Self-Efficacy, Teaching Strategies
Record Creator:
Metadata instance created March 18, 2011 by Lyle Barbato
Record Updated:
January 20, 2012 by Vince Kuo
Last Update
when Cataloged:
September 1, 2005
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Record Link
AIP Format
H. Fencl and K. Scheel, J. Coll. Sci. Teaching 35 (1), 20 (2005), WWW Document, (http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst05_035_01_20).
AJP/PRST-PER
H. Fencl and K. Scheel, Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course, J. Coll. Sci. Teaching 35 (1), 20 (2005), <http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst05_035_01_20>.
APA Format
Fencl, H., & Scheel, K. (2005, September 1). Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course. J. Coll. Sci. Teaching, 35(1), 20-24. Retrieved October 22, 2014, from http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst05_035_01_20
Chicago Format
Fencl, Heidi, and Karen Scheel. "Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course." J. Coll. Sci. Teaching. 35, no. 1, (September 1, 2005): 20-24, http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst05_035_01_20 (accessed 22 October 2014).
MLA Format
Fencl, Heidi, and Karen Scheel. "Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course." J. Coll. Sci. Teaching 35.1 (2005): 20-24. 22 Oct. 2014 <http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst05_035_01_20>.
BibTeX Export Format
@article{ Author = "Heidi Fencl and Karen Scheel", Title = {Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course}, Journal = {J. Coll. Sci. Teaching}, Volume = {35}, Number = {1}, Pages = {20-24}, Month = {September}, Year = {2005} }
Refer Export Format

%A Heidi Fencl
%A Karen Scheel
%T Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course
%J J. Coll. Sci. Teaching
%V 35
%N 1
%D September 1, 2005
%P 20-24
%U http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst05_035_01_20
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Fencl, Heidi
%A Scheel, Karen
%D September 1, 2005
%T Research and Teaching: Engaging Students - An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course
%J J. Coll. Sci. Teaching
%V 35
%N 1
%P 20-24
%8 September 1, 2005
%U http://www.nsta.org/store/product_detail.aspx?id=10.2505/4/jcst05_035_01_20


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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