PERC 2010 Abstract Detail Page
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| Abstract Title: | Positive Impacts of Modeling Instruction on Self-Efficacy |
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| Abstract: | Analysis of the impact of Modeling Instruction (MI) on the sources of self-efficacy for students in Introductory Physics 1 will be presented. We measured self-efficacy through a quantitative diagnostic (SOSESC) developed by Fencl and Scheel [1] to investigate the impact of instruction on the sources of self-efficacy in all introductory physics classes. We collected both pre- semester data and post-semester data, and evaluated the effect of the classroom by analyzing the shift (Post-Pre). At Florida International University, a Hispanic-serving institution, we find that traditional lecture classrooms negatively impact the self-efficacy of all students, while the MI courses had no impact for all students. Further, when disaggregating the data by gender and sources of self-efficacy, we find that Modeling Instruction positively impacted the Verbal Persuasion source of self-efficacy for women. This positive impact helps to explain high rates of retention for women in the MI classes. |
| Abstract Type: | Contributed Poster |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
Author/Organizer Information | |
| Primary Contact: |
Vashti Sawtelle Florida International University, Department of Physics 11200 S.W. 8th Street CP 204 Miami, FL 33199 |
| Co-Author(s) and Co-Presenter(s) |
Eric Brewe, Florida International University, Department of Curriculum & Instruction, Department of Physics Laird H. Kramer, Florida International University, Department of Physics |
