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Abstract Title: Positive Impacts of Modeling Instruction on Self-Efficacy
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

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Author/Organizer Information

Primary Contact: Vashti Sawtelle
Florida International University, Department of Physics
11200 S.W. 8th Street
CP 204
Miami, FL 33199
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