论文标题
使用基于团队的学习教学法，从生命科学课程的入门物理学对学生的自我效能的积极影响
Positive Impacts on Student Self-Efficacy from an Introductory Physics for Life Science Course Using the Team-Based Learning Pedagogy
论文作者
论文摘要
我们介绍了使用基于团队的学习教学法教授的生命科学学生入门物理学的学生自我效能的影响。我们使用经过验证的科学课程中自我效能的定量来源来衡量自我效能感 - 物理学，SOSS-P，Fencl和Scheel开发的调查。在学期的开始和结束时收集数据，以评估转移对个体自我效能的影响。在描述了教学法的关键特征之后，我们发现马萨诸塞大学阿默斯特大学的基于团队的学习系统为她确定了班杜拉（Bandura）以及该课程的四个研究属性中的三个自我效能感中的三个来源的个人提供了重大改进。我们还使用对数回归研究了自我效能感对个体学生绩效的预测能力。就我们的课程而言，自我效能在学期的开始和结束之间的转变更为重要，比学生的代词预测至少在单个任务上达到B。
We present the impact on student self-efficacy of an introductory physics for life-science students course taught using a Team-Based Learning pedagogy. We measured self-efficacy using the validated quantitative Sources of Self-Efficacy in Science Courses - Physics, SOSESC-P, survey developed by Fencl and Scheel. Data were collected both at the beginning and end of the semester to evaluate the impact of shifts in individual self-efficacy. After describing the key features of the pedagogy, we find that the Team-Based Learning system at University of Massachusetts Amherst, results in significant improvements for she-identifying individuals from three of the four sources of self-efficacy identified by Bandura as well as in three of four investigated attributes of the course. We also investigated the predictive power of self-efficacy on individual student performance using logarithmic regression. For our course, the shift in self-efficacy between the beginning and end of the semester is more important that a student's pronouns in predicting attaining at least a B on individual assignments.
