Speaker
Cecilia Stari
Description
This study explores student-teacher collaboration during undergraduate physics laboratory activities and its impact on self-efficacy. Using a longitudinal pre-experimental design, collaborative networks and self-efficacy regarding experimental set-up, data analysis and error handling were assessed in 4 laboratory sections (N=42). Results show an increase in the frequency of teacher assistance as the course progresses. Using multiple linear regression models, it is shown that frequent help from the teacher or peers is relevant to self-efficacy.
| Education level | Age over 18 (excluding teacher education) |
|---|---|
| Physics topic | Other |
| Research focus | Active learning |
| Research method | Mixed method (qualitative & quantitative) |
| Organizing preference criteria | Track |
Authors
Cecilia Stari
Javier Pulgar
(Universidad del Bío-Bío, Facultad de Ciencias, Departamento de Física, Concepción, Chile)
Pablo De Ruyt
(Universidad del Bío-Bío, Facultad de Ciencias, Departamento de Física, Concepción, Chile)
