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How an active-learning class influences physics self-efficacy in pre-service teachers
written by Jon D. H. Gaffney, Amy L. Housley Gaffney, Ellen L. Usher, and Natasha A. Mamaril
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.
Physics Education Research Conference 2012
Part of the PER Conference series
Philadelphia, PA: August 1-2, 2012
Volume 1513, Pages 134-137
Subjects Levels Resource Types
Education Foundations
- Sample Population
= Instructor: Pre-service
- Student Characteristics
= Affect
Education Practices
- Active Learning
- Pedagogy
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Researchers
- application/pdf
- non-digital
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Mirror:
http://dx.doi.org/10.1063/1.4789670
Access Rights:
Free access and
Available for purchase
A preprint of the work is available. A hard copy of the PERC 2012 proceedings is available for purchase from the AIP.
Restriction:
© 2012 American Institute of Physics
DOI:
10.1063/1.4789670
PACSs:
01.40.Fk
01.40.gb
01.40.jc
Keywords:
PERC 2012, active learning, pre-service teachers, self-efficacy, student affect
Record Cloner:
Metadata instance created June 21, 2013 by Zachary Davis
Record Updated:
June 1, 2015 by Lyle Barbato
Last Update
when Cataloged:
January 24, 2013
Other Collections:

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Record Link
AIP Format
J. Gaffney, A. Gaffney, E. Usher, and N. Mamaril, presented at the Physics Education Research Conference 2012, Philadelphia, PA, 2012, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12792&DocID=3327).
AJP/PRST-PER
J. Gaffney, A. Gaffney, E. Usher, and N. Mamaril, How an active-learning class influences physics self-efficacy in pre-service teachers, presented at the Physics Education Research Conference 2012, Philadelphia, PA, 2012, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12792&DocID=3327>.
APA Format
Gaffney, J., Gaffney, A., Usher, E., & Mamaril, N. (2012, August 1-2). How an active-learning class influences physics self-efficacy in pre-service teachers. Paper presented at Physics Education Research Conference 2012, Philadelphia, PA. Retrieved December 16, 2017, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12792&DocID=3327
Chicago Format
Gaffney, J, A. Gaffney, E. Usher, and N. Mamaril. "How an active-learning class influences physics self-efficacy in pre-service teachers." Paper presented at the Physics Education Research Conference 2012, Philadelphia, PA, August 1-2, 2012. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12792&DocID=3327 (accessed 16 December 2017).
MLA Format
Gaffney, Jon, Amy Gaffney, Ellen Usher, and Natasha Mamaril. "How an active-learning class influences physics self-efficacy in pre-service teachers." Physics Education Research Conference 2012. Philadelphia, PA: 2012. 134-137 Vol. 1513 of PER Conference. 16 Dec. 2017 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12792&DocID=3327>.
BibTeX Export Format
@inproceedings{ Author = "Jon Gaffney and Amy Gaffney and Ellen Usher and Natasha Mamaril", Title = {How an active-learning class influences physics self-efficacy in pre-service teachers}, BookTitle = {Physics Education Research Conference 2012}, Pages = {134-137}, Address = {Philadelphia, PA}, Series = {PER Conference}, Volume = {1513}, Month = {August 1-2}, Year = {2012} }
Refer Export Format

%A Jon Gaffney
%A Amy Gaffney
%A Ellen Usher
%A Natasha Mamaril
%T How an active-learning class influences physics self-efficacy in pre-service teachers
%S PER Conference
%V 1513
%D August 1-2 2012
%P 134-137
%C Philadelphia, PA
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12792&DocID=3327
%O Physics Education Research Conference 2012
%O August 1-2
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Gaffney, Jon
%A Gaffney, Amy
%A Usher, Ellen
%A Mamaril, Natasha
%D August 1-2 2012
%T How an active-learning class influences physics self-efficacy in pre-service teachers
%B Physics Education Research Conference 2012
%C Philadelphia, PA
%V 1513
%P 134-137
%S PER Conference
%8 August 1-2
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=12792&DocID=3327


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