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dc.contributor.authorOliveira, Tobias Espinosa dept_BR
dc.contributor.authorMiller, Kelly Annept_BR
dc.contributor.authorAraujo, Ives Solanopt_BR
dc.contributor.authorMazur, Ericpt_BR
dc.date.accessioned2019-07-18T02:39:09Zpt_BR
dc.date.issued2019pt_BR
dc.identifier.issn2469-9896pt_BR
dc.identifier.urihttp://hdl.handle.net/10183/197082pt_BR
dc.description.abstractSelf-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.en
dc.format.mimetypeapplication/pdfpt_BR
dc.language.isoengpt_BR
dc.relation.ispartofPhysical Review Physics Education Research. New York. Vol. 15, no. 1 (Jan./June 2019), 010132, 9 p.pt_BR
dc.rightsOpen Accessen
dc.subjectEnsino de físicapt_BR
dc.subjectMétodos de ensinopt_BR
dc.subjectAutoeficáciapt_BR
dc.titleReducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics classpt_BR
dc.typeArtigo de periódicopt_BR
dc.identifier.nrb001095792pt_BR
dc.type.originEstrangeiropt_BR


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