论文标题
了解积极学习本科物理学课程中兴趣和自我效能的发展
Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses
论文作者
论文摘要
建模教学（MI）是一种主动学习的介绍性物理课程，已被证明可以改善学生的学术成就。点对点互动在MI教室中起着重要作用。他们对学生兴趣和自我效能感的影响 - 各种职业理论的杰出结构 - 尚未得到彻底探讨。我们对三个本科MI课程（n = 221）的检查表明，学生的物理自我效能感，物理学兴趣和一般科学兴趣降低。我们发现物理兴趣到自我效能感以及科学利益与自我效能感之间的负相关关系。我们测试了结构方程模型，证实学生的互动对自我效能产生了积极的贡献。这项研究将学生在更广泛的职业理论框架内构图，并在本科生的学习科学课程的背景下提出了有关兴趣和自我效能感的细微考虑因素。
Modeling Instruction (MI), an active-learning introductory physics curriculum, has been shown to improve student academic success. Peer-to-peer interactions play a salient role in the MI classroom. Their impact on student interest and self-efficacy -- preeminent constructs of various career theories -- has not been thoroughly explored. Our examination of three undergraduate MI courses (N=221) revealed a decrease in students' physics self-efficacy, physics interest, and general science interest. We found a positive link from physics interest to self-efficacy, and a negative relationship between science interest and self-efficacy. We tested structural equation models confirming that student interactions make positive contributions to self-efficacy. This study frames students' classroom interactions within broader career theory frameworks and suggests nuanced considerations regarding interest and self-efficacy constructs in the context of undergraduate active-learning science courses.
