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2010 Summer Meeting

2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska

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Peer Instruction Self-Efficacy
  Location: HC 3023 & 3023A
  Date: Monday, Aug.1
  Time: 9:10 AM -9:20 AM
  Author: Julie Schell, Harvard University
  Co-Author(s): Brian Lukoff , Jason Dowd , Laura Tucker , Eric Mazur
  Abstract: Physics education research suggests that students' beliefs in their ability to complete physics tasks successfully--that is, their physics self-efficacy--may play an important role in explaining their learning and success in undergraduate physics classrooms (Fencl & Scheel, 2005; Kost, Pollock, Finkelstein 2005). Following this line of research, we introduce a new self-efficacy construct, Peer Instruction Self-Efficacy (PISE), which describes students' beliefs in their abilities to engage in specific Peer Instruction activities. For example, PISE includes physics students' beliefs that they can successfully convince their neighbors of the validity of their responses to conceptually based questions during Peer Instruction. In this talk, we will introduce our instrument for measuring PISE, as well as data on how students' PISE changes over the course of one semester of an introductory undergraduate electricity and magnetism course at one major research university. We will also report initial findings about the relationship between students' PISE and their eventual learning outcomes in the course.
  Footnotes: H. Fencl & K. Scheel, J. Col. Sci. Teach. 35, 20 (2005). L. E. Kost, S. J. Pollock, N.D. Finkelstein. Physics Education Research Conference, (2009).
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