Learning based on teacher projects and self-efficacy when formulating a class curriculum
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Published:
2014-06-30
Keywords:
Lesson plan, project-based learning, self-efficacy, self-efficacy questionnaire, physics teaching.
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Abstract
The purpose of this study was to improve the performance and to determine the change in selfefficacy of students in formulating a lesson plan during the implementation of project-based learning (PBL). In this study participated 17 students, registered in the course of Simulation of Experiments in Physics. Students in this graduate course work as physics teachers at the secondary level. The instructional task selected was the formulation of a lesson plan. The time devoted to the teaching of this content was 24 hours. At the start of the course they were asked to develop a lesson plan. Then, the students before and after the implementation of PBL were administered the self-efficacy questionnaire consisting of 15 items. The results show that students improved their performance and changed their perception of self-efficacy in the development of a lesson plan and the PBL was part of that achievement.
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Copyright: The Salesian Polytechnic University preserves the copyrights of the published articles, and favors and allows their reuse under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Ecuador license. They may be copied, used, disseminated, transmitted and publicly displayed, provided that: i) the authorship and the original source of their publication (journal, editorial and work URL) are cited; (Ii) are not used for commercial purposes; Iii) mention the existence and specifications of this license.
References
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______(2006). Guide for constructing self-efficacy scales. Recuperado en mayo 15 del 2010 de http://des.emory.edu/mfp/014-BanduraGuide2006.pdf.
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Fantz, T., Siller, T., & DeMiranda, A, (2011). PreCollegiate factors influencing the self-efficacy of engineering students. Journal of Engineering Education, 100(3), 604-623.
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Flores, J. & Sacarelo, J. (2008). Los planes de clase en la enseñanza. Trabajo presentado en el I Congreso Internacional sobre Enseñanza de la Física. Guayaquil, Ecuador.
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Guedes, M., Lourenco, J., Filipe, A. Almeida, L., & Moreira, M. C. (2007). Ensino e aprendizagem por projecto. Lisboa, Portugal: Centro Atlantico.
Lamb, A., Smith, N., & Johnson, L. (1997). Wondering, wiggling and weaving: A new model for project and community based learning on the web. Learning and Leading with Technology, 24, 7-11.
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Reiser, R. (1994). Examining the planning practices of teachers: reflections on three years of research, Educational Technology, 34(3), 11-16.
Savin-Baden, M. & Howell, C. (2004). Foundations of problem-based learning. New York: Oxford University Press.
Schunk, D. (1987). Peers models and children’s behavioral change. Review of Educational Research, 57, 149-174.
Scholnick, E. & Friedman, S. (1987). The planning construct in the psychological literature. En R. Cocking. (Ed.). Blueprint for thinking: The role of planning in cognitive development. New York: Cambridge University Press.
Shimizu, Y. (2008). Exploring Japanese teachers’ conceptions of mathematics lesson structure: similarities and differences between pre-service and in-service teachers’ lesson plans. Mathematical Education, 40, 941-950.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
_______(1987). Knowledge and teaching: Foundation of the new reform. Harvard Educational Review, 57, 1-22.
______(1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
______(2006). Guide for constructing self-efficacy scales. Recuperado en mayo 15 del 2010 de http://des.emory.edu/mfp/014-BanduraGuide2006.pdf.
Bereiter, C. & Scarmadalia, M. (1999). Process and products in PBL research. Toronto. University of Toronto: Ontario Institutes for Studies in Education.
Clark, C. & Yinger, R. (1979). Three Studies of teacher planning. (Research Series No. 55). East Lansing Michigan: Michigan State University; The Institute for Research on Teaching.
Fantz, T., Siller, T., & DeMiranda, A, (2011). PreCollegiate factors influencing the self-efficacy of engineering students. Journal of Engineering Education, 100(3), 604-623.
Fink, D. L. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass.
Flores, J. & Sacarelo, J. (2008). Los planes de clase en la enseñanza. Trabajo presentado en el I Congreso Internacional sobre Enseñanza de la Física. Guayaquil, Ecuador.
Gagne, R. & Driscoll, M. (1988). Essential of learning for instruction. Englewood Cliffs, NJ: Prentice Hall.
Guedes, M., Lourenco, J., Filipe, A. Almeida, L., & Moreira, M. C. (2007). Ensino e aprendizagem por projecto. Lisboa, Portugal: Centro Atlantico.
Lamb, A., Smith, N., & Johnson, L. (1997). Wondering, wiggling and weaving: A new model for project and community based learning on the web. Learning and Leading with Technology, 24, 7-11.
Lamb, A. (2001). The 8Ws: Information Literacy. Recuperado junio 15 del 2010 http://virtualinquiry.com/inquiry/topic72model.pdf
Reiser, R. (1994). Examining the planning practices of teachers: reflections on three years of research, Educational Technology, 34(3), 11-16.
Savin-Baden, M. & Howell, C. (2004). Foundations of problem-based learning. New York: Oxford University Press.
Schunk, D. (1987). Peers models and children’s behavioral change. Review of Educational Research, 57, 149-174.
Scholnick, E. & Friedman, S. (1987). The planning construct in the psychological literature. En R. Cocking. (Ed.). Blueprint for thinking: The role of planning in cognitive development. New York: Cambridge University Press.
Shimizu, Y. (2008). Exploring Japanese teachers’ conceptions of mathematics lesson structure: similarities and differences between pre-service and in-service teachers’ lesson plans. Mathematical Education, 40, 941-950.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
_______(1987). Knowledge and teaching: Foundation of the new reform. Harvard Educational Review, 57, 1-22.