PERC 2012 Abstract Detail Page
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| Abstract Title: | How an active-learning class influences physics self-efficacy in pre-service teachers |
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| Abstract: | In a previous study, we learned that students who take a physics content course for elementary and middle school majors at the University of Kentucky leave the course with more confidence in their ability to do science. This follow-up investigation used surveys and interviews to isolate specific features of the course that contributed to and detracted from these gains in confidence. Hands-on activities, group projects, and a supportive instructor emerged among leading contributions, while frustration and lower-than-expected grades were found to be detractors. The interplay between students' ownership of their own learning and frustration due to the difficult challenge of learning physics produces a tension that may be central to students' confidence. Students' responses are used here to better understand the impact of instructor attempts to negotiate that tension. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Jon D. H. Gaffney University of Kentucky 2060 Oleander Dr. Lexington, KY 40504 Phone: 724-601-5936 |
| Co-Author(s) and Co-Presenter(s) |
Natasha Mamaril, University of Kentucky, Department of Education and Counseling Psychology Amy L. Housley Gaffney, University of Kentucky, Department of Communication Ellen Usher, University of Kentucky, Department of Education and Counseling Psychology |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
