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Tobias Espinosa, Kelly Miller, Ives Araujo, and Eric Mazur
Self-efficacy represents an individual's belief that he or she can perform a particular task in a given domain. It is a strong predictor for performance and persistence in STEM education. Research shows that there is a large and persistent gender gap in student self-efficacy in STEM academic disciplines. In some cases, active teaching strategies have been shown to positively affect physics self-efficacy but it is unclear how this impact differs between men and women. In this study, we investigate the impact of a physics class taught with active teaching strategies on students' self-reported physics self-efficacy and how this impact varies across gender lines. We measured the change in physics self-efficacy over four different dimensions; conceptual understanding, problem-solving, lab and hands-on activities, and collaborative work. We report three main findings. First, the initial physics self-efficacy gender gap disappeared by the end of the semester. Second, female students' self-efficacy improved significantly, whereas there was no significant change in the self-efficacy of the male students. Third, the gender gaps in the conceptual understanding and problem-solving dimensions in particular, were significantly reduced. This study represents an initial step towards understanding the influence of active teaching strategies can have on reducing the self-efficacy gender gap.
Physical Review Physics Education Research: Volume 15, Issue 1, Pages 010132
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Record Link
<a href="https://www.compadre.org/precollege/items/detail.cfm?ID=15055">Espinosa, T, K. Miller, I. Araujo, and E. Mazur. "Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class." Phys. Rev. Phys. Educ. Res. 15, no. 1, (May 28, 2019): 010132.</a>
AIP Format
T. Espinosa, K. Miller, I. Araujo, and E. Mazur, , Phys. Rev. Phys. Educ. Res. 15 (1), 010132 (2019), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.15.010132).
AJP/PRST-PER
T. Espinosa, K. Miller, I. Araujo, and E. Mazur, Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class, Phys. Rev. Phys. Educ. Res. 15 (1), 010132 (2019), <https://doi.org/10.1103/PhysRevPhysEducRes.15.010132>.
APA Format
Espinosa, T., Miller, K., Araujo, I., & Mazur, E. (2019, May 28). Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class. Phys. Rev. Phys. Educ. Res., 15(1), 010132. Retrieved December 7, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.15.010132
Chicago Format
Espinosa, T, K. Miller, I. Araujo, and E. Mazur. "Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class." Phys. Rev. Phys. Educ. Res. 15, no. 1, (May 28, 2019): 010132, https://doi.org/10.1103/PhysRevPhysEducRes.15.010132 (accessed 7 December 2024).
MLA Format
Espinosa, Tobias, Kelly Miller, Ives Araujo, and Eric Mazur. "Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class." Phys. Rev. Phys. Educ. Res. 15.1 (2019): 010132. 7 Dec. 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.15.010132>.
BibTeX Export Format
@article{
Author = "Tobias Espinosa and Kelly Miller and Ives Araujo and Eric Mazur",
Title = {Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {15},
Number = {1},
Pages = {010132},
Month = {May},
Year = {2019}
}
Refer Export Format
%A Tobias Espinosa %A Kelly Miller %A Ives Araujo %A Eric Mazur %T Reducing the gender gap in students' physics self-efficacy in a team- and project-based introductory physics class %J Phys. Rev. Phys. Educ. Res. %V 15 %N 1 %D May 28, 2019 %P 010132 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.010132 %O application/pdf
EndNote Export Format
%0 Journal Article %A Espinosa, Tobias %A Miller, Kelly %A Araujo, Ives %A Mazur, Eric %D May 28, 2019 %T Reducing the gender gap in students' physics self-efficacy in a team- and project-based introductory physics class %J Phys. Rev. Phys. Educ. Res. %V 15 %N 1 %P 010132 %8 May 28, 2019 %U https://doi.org/10.1103/PhysRevPhysEducRes.15.010132 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |