Reducing the Gender Gap in Students' Physics Self-Efficacy in a Team- and Project-Based Introductory Physics Class

Autor/inn/en	Espinosa, Tobias; Miller, Kelly; Araujo, Ives; Mazur, Eric
Titel	Reducing the Gender Gap in Students' Physics Self-Efficacy in a Team- and Project-Based Introductory Physics Class
Quelle	In: Physical Review Physics Education Research, 15 (2019) 1, Artikel 010132 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Physics; Science Instruction; Self Efficacy; STEM Education; Predictor Variables; Gender Differences; Teaching Methods; Active Learning; Problem Solving; Introductory Courses; Cooperative Learning; Concept Formation; Scientific Concepts; Engineering Education; Undergraduate Students; Student Attitudes; Learning Activities; Massachusetts + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; STEM; Prädiktor; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Problemlösen; Einführungskurs; Kooperatives Lernen; Concept learning; Begriffsbildung; Ingenieurausbildung; Schülerverhalten; Lernaktivität; Master-Studiengang
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01