Gender Differences in Classroom Experiences Impacting Self-Efficacy in an AP Physics 1 Classroom

Autor/inn/en	Stoeckel, Marta R.; Roehrig, Gillian H.
Titel	Gender Differences in Classroom Experiences Impacting Self-Efficacy in an AP Physics 1 Classroom
Quelle	In: Physical Review Physics Education Research, 17 (2021) 2, Artikel 020102 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stoeckel, Marta R.) ORCID (Roehrig, Gillian H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Gender Differences; Class Activities; Laboratory Experiments; Discovery Learning; Scientific Concepts; Concept Formation; Problem Solving; Peer Relationship; Feedback (Response); Student Experience; High School Students; Females; Disproportionate Representation; Advanced Placement Programs; Physics; Science Achievement; Self Efficacy; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Laboratory work; Laborarbeit; Entdeckendes Lernen; Concept learning; Begriffsbildung; Problemlösen; Peer-Beziehungen; Studienerfahrung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Physik; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg
Abstract	Women are underrepresented at multiple levels of physics education. One avenue for understanding the classroom experiences that perpetuate underrepresentation is physics identity, defined using the three dimensions of recognition, performance, and competence. Existing literature suggests that women tend to have a much weaker physics identity than men and that women tend to report a lower sense of competence in the form of self-efficacy than their male peers. This study examined confidence and self-efficacy as an aspect of physics identity in an AP Physics 1 class using a mixed-methods, sequential explanatory design. The quantitative data consisted of students' actual and predicted scores on in-class assessments, which showed no statistically significant difference in the accuracy of students' self-assessments by race or gender. To identify classroom activities that impacted self-efficacy, we collected responses to an open-ended prompt and conducted student interviews. Labs emerged as having both a positive and a negative impact on self-efficacy on many students, regardless of race or gender and male students were more likely to discuss peer-to-peer interactions as a source of self-efficacy. Boys also described figuring out how to apply concepts from labs to problem sets as an experience that contributed to their self-efficacy, while the only girl who mentioned problem sets described them as a negative experience. When describing evidence their teacher believed they are good at physics, boys focused on assessments where they had high scores, while girls focused on the feedback on assessments where they had low scores. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01