Parte da comunidade de pesquisa em ensino de Física tem devotado atenção ao estudo de métodos ativos de ensino que primam pela centralização do processo de ensino-aprendizagem no aluno. Além da aprendizagem conceitual, tais métodos buscam favorecer o desenvolvimento de habilidades associadas ao trabalho colaborativo e à argumentação, e diminuir a evasão estudantil. Em disciplinas de Física Experimental alguns desses métodos envolvem a aprendizagem por modelagem científica. Contudo, o sucesso de tais iniciativas depende, entre outros fatores, do quanto os alunos se julgam capazes de realizar as atividades propostas pelo professor, ou seja, do nível de autoeficácia dos alunos em realizar determinadas ações. Pesquisas do grupo de Ensino de Física da Universidade Internacional da Flórida apontam para uma baixa mudança ou redução em níveis de autoeficácia em função do uso de métodos ativos. Com base nesses resultados propomos um estudo de caso exploratório, único e incorporado com múltiplas unidades de análise. O objetivo geral dessa dissertação é o de estudar as influências do método Episódios de Modelagem (EM) (similar ao método Modeling Instruction - MI) sobre as atitudes e crenças de autoeficácia dos estudantes em aprender física, realizar atividades experimentais e trabalhar colaborativamente. Para isso procuramos responder às seguintes questões: Quais os impactos da aplicação de Episódios de Modelagem nas crenças de autoeficácia e atitudes dos estudantes em relação a: (i) aprender física?; (ii) realizar atividades experimentais?; e (iii) trabalhar colaborativamente? Para responder a tais questões de pesquisa, adotamos as orientações metodológicas para estudo de caso de Yin (2010) e utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura (1997). Para a investigação, realizamos um estudo exploratório com múltiplas unidades de análise (8 estudantes) na disciplina de Física Experimental II – A, que aborda os conteúdos de oscilações, ondulatória, hidrostática e termodinâmica. Os resultados mostraram que as atitudes dos alunos frente ao aprendizado de física com o método de ensino foram positivas tendo sido destacadas, principalmente, o planejamento e execução de seus próprios experimentos e as discussões fomentadas pelas apresentações dos resultados e correções das tarefas de leitura. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização dos planejamentos e análise de dados. Já as atitudes frente às atividades experimentais e trabalho colaborativo foram reforçadas para os sete alunos aprovados na disciplina. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, através de três das principais fontes destacadas por Bandura: experiências de domínio e vicárias e persuasão social. Também constatamos um reajuste na percepção dos alunos quanto aos seus níveis de autoeficácia devido às experiências vivenciadas com o método EM em comparação ao método utilizado na disciplina anterior (que utiliza roteiros dirigidos nos experimentos). Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente o processo de reajuste dos níveis de autoeficácia. / Part of the Physics Education Research (PER) community has devoted its attention to the study of Active Learning methods focusing on the centralization of the teaching-learning process at the students. Beyond the conceptual learning, these methods seek to foster the development of abilities associated to the collaborative work and argumentation, and also to decrease student’s dropout. In experimental physics disciplines, some of those methods involve the scientific modeling learning. However, the success of such initiatives depends on how much the students judge themselves capable of carrying out the activities proposed by the teacher, that is, it depends on the student’s self-efficacy levels in perform certain actions. Studies of the PER from the Florida International University show a small change or even a reduction on self-efficacy levels in function of the use of active methods. Based on those results we propose an exploratory case-study incorporated with multiple analysis unities. The general purpose of this dissertation is to study the influence of the Modeling Episodes (ME) method (similar to the MI method) on the students’ attitudes and self-efficacy beliefs about learning physics; conduct experimental activities; and work collaboratively. We tried to answer the following questions: What are the impacts of the ME application on the students’ self-efficacy beliefs and attitudes regarding: (i) learning physics?, (ii) carrying out experimental activities?, and (iii) working collaboratively? To answer these research questions we adopted the methodological orientations for Yin’s case-study and we used the Cognitive Social Theory, specifically, Bandura’s self-efficacy concept. For the investigation, we carried out an exploratory study with multiple analysis unities (8 students) at Experimental Physics II – A, class that discuss oscillations, waves, hydrostatic and thermodynamic. The results showed the students’ attitudes regarding the learning of physics as a teaching method were positive, specially: the planning and execution of their own experiments; the discussions fomented by the presentation of the results; and the evaluation of the reading assignments by the teacher. As negative factors, it was mentioned: the fact that the class was quite laborious and short time to carry out the planning and data analysis in class. Regarding the self-efficacy beliefs about learning physics and work collaboratively, the students’ beliefs were influenced positively by the activities developed with the teaching method, through three of the main sources highlighted by Bandura: mastery, vicarious experiences and social persuasion. We also identified a readjustment on student’s perception about their self-efficacy levels due to the experience with the ME method when compared to the method used in the previous experimental physics class (which used guided experimental scripts). New studies are necessary to give continuity to this exploratory study, investigating more deeply the readjustment process of the self-efficacy levels.

O universo escolar é rico de sujeitos e, consequentemente, de comportamentos que tornam essa realidade um curioso objeto de pesquisa. O comportamento dos estudantes que se associa a seu desempenho escolar na disciplina de Física é um interessante agente de estudo. Desse modo, a presente pesquisa buscou compreender o quanto os comportamentos apresentados por alunos que demonstram um melhor desempenho na disciplina de Física estão associados a seus níveis de crenças de autoeficácia (BANDURA, 1986) e ao domínio das regras que estruturam o Contrato Didático (BROUSSEAU, 1986). Assim, por intermédio de uma pesquisa de natureza qualitativa de estudo de caso, identificamos os níveis de crenças de autoeficácia de dois alunos do terceiro ano do Ensino Médio de uma escola pública do interior do Estado de São Paulo, que apresentam os melhores resultados de desempenho na disciplina de Física. Com o auxílio de um questionário de escala Likert, pudermos mensurar os elevados níveis de crenças de autoeficácia dos sujeitos participantes deste estudo. Além disso, fizemos uso de observações em sala de aula e de entrevistas semiestruturadas para identificar como suas crenças de autoeficácia atuam sobre seus comportamentos e também como esses sujeitos identificam e lidam com o Contrato Didático estabelecido. No decurso da análise das regras do Contrato Didático pudemos analisar como as crenças de autoeficácia influem na interpretação, condução e negociação dessas regras, bem como contribuem para o melhor desempenho dos alunos na disciplina de Física. Desse modo, o estudo nos possibilitou observar diferentes estratégias de aprendizagem, a fim de lidar com semelhantes regras do Contrato Didático que permitem a aproximação e o distanciamento desses alunos do saber físico. Tais perspectivas são reveladas em vista de uma busca constante dos sujeitos pela manutenção do Contrato Didático. O estudo demonstrou também que a motivação estabelecida pelos sujeitos para participar das dinâmicas fundamentadas pelo contrato está intimamente ligada aos seus níveis de crenças de autoeficácia que contribuem para o estabelecimento de estratégias de aprendizagem que permitem o alcance de um suposto sucesso escolar, ainda que este não esteja associado a uma maior aproximação do saber físico. Por fim, os estudantes demonstraram fazer uso de estratégias de aprendizagem relacionadas a seu antigo Contrato Didático, quando foram inseridos em uma situação didática denominada Atividade de Ruptura, na qual os alunos se encontravam em um contexto de estabelecimento de um novo Contrato Didático. O melhor desempenho dos alunos nestas circunstâncias de pesquisa está associado a estratégias de aprendizagem condicionadas a suas crenças de autoeficácia que orientam o comportamento dos sujeitos em vista de suas concepções sobre suas capacidades que estão associadas ao domínio das regras do Contrato Didático. / The universe is rich of individuals and, consequently, of behaviors, making them a curious object of research. The Physics course students behavior associated with their academic performance is an interesting issue to be studied. Thus, this research sought to understand how behaviors of students with a better performance in the Physics course are associated with their levels of self-efficacy beliefs (BANDURA, 1986) and the mastering of the rules which structure the Didactic Contract (BROUSSEAU, 1986). Therefore, through a qualitative case study research, we identified levels of self-efficacy beliefs of two students of the third year of high school in a public school in the State of São Paulo, who have achieved the best results in the Physics course.With the aid of a Likert scale questionnaire, we could measure high levels of self-efficacy beliefs of the participants in this study. In addition, we made use of classroom observations and semi-structured interviews to identify how their self-efficacy beliefs play a role in their behavior, and also how these guys identify and deal with the established Didactic Contract. In the course of the analysis of the Didactic Contract rules, we could analyze how self-efficacy beliefs influence the interpretation and negotiation of these rules, as well as contribute to the better performance of the students in the Physics course. The study enabled us to observe different learning strategies, in order to deal with similar rules of the Didactic Contract, which allows the approximation and distancing of these students from their knowledge of Physics. Such perspectives are revealed in a constant search of the individuals for maintaining the Didactic Contract. It also demonstrated that the motivation established by the individuals to participate in the dynamics based on the contract is closely linked to their levels of self-efficacy beliefs that contribute to the setting of learning strategies that enable the achievement of an alleged academic success, although this is not associated with theirknowledge of Physics. Finally, students have shown to make use of learning strategies related to their former Didactic Contract when they were inserted into a learning situation called Breaking Activity, in which students had toset a new Didactic Contract. The best academic performance under this research circumstances is associated with learning strategies that depend on self-efficacy beliefs that guide the individuals behavior in accordance with their conceptions of their own abilities associated with mastering the Didactic Contract rules.

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The racial dynamic between teachers and students in the United States is increasing. The population of racial minority students continues to grow while the teacher population stays predominantly White. Equity and inclusion, often the foreground in an educational setting, are now being undervalued when needed the most. This study examined and compared pre-service and in-service teachers' implicit attitudes toward racial minority students while also looking at their self-efficacy beliefs in teaching diverse classrooms. Participants included nine pre-service teachers from a four-year university and nine PreK-3 in-service teachers. All participants were from the Southeastern part of the United States. To test the hypothesis that pre-service teachers will have more negative implicit attitudes toward racial minority students, this study used an Implicit Association Test. Although the t-test result comparing both groups, pre-service teachers versus in-service teachers, showed insignificant differences, raw data from participants' Implicit Association Tests showed that more pre-service teachers showed a slight bias towards students from racial majority groups. Results support recommendations and implications for practitioners to better understand how biases may occur in classrooms and how pre-service teachers can be better prepared to teach in diverse classrooms. Keywords: implicit attitudes, implicit bias, racial dynamics, racial minority students, early childhood education

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Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of engagement and learning among learners, including difficult or unmotivated learners. English Second Language (ESL) reading seems to be a substantial problem in Namibia. This research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on aspects which influence teachers‘ TSE with regard to teaching reading. The researcher formed assumptions from the epistemological premises and followed an interpretive approach. A non-probability sampling method was used to select the eight teachers within the four schools of the nearby circuit. The data were collected qualitatively by means of in-depth interviews in order to gather data from teachers‘ individual experiences about intermediate learners‘ low reading skills and teaching reading. Data were analysed and interpreted using Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading. The rationale for this study was to identify gaps related to teachers‘ SEBs and to make suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school environment, as another source that influences teachers‘ SEBs regarding teaching reading. Since the school environment is an additional source of self-efficacy the researcher recommend further research that can establish evidence on how school environment influences SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of engagement and learning among learners, including difficult or unmotivated learners. English Second Language (ESL) reading seems to be a substantial problem in Namibia. This research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on aspects which influence teachers‘ TSE with regard to teaching reading. The researcher formed assumptions from the epistemological premises and followed an interpretive approach. A non-probability sampling method was used to select the eight teachers within the four schools of the nearby circuit. The data were collected qualitatively by means of in-depth interviews in order to gather data from teachers‘ individual experiences about intermediate learners‘ low reading skills and teaching reading. Data were analysed and interpreted using Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading. The rationale for this study was to identify gaps related to teachers‘ SEBs and to make suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school environment, as another source that influences teachers‘ SEBs regarding teaching reading. Since the school environment is an additional source of self-efficacy the researcher recommend further research that can establish evidence on how school environment influences SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Doctor of Philosophy / Curriculum and Instruction Programs / Margaret G. Shroyer / While there has been much quantitative research done in the area of attitudes and self-efficacy beliefs, this study sought hear the voices of the middle school child. Therefore, this qualitative study investigated the attitudes toward mathematics and mathematics self-efficacy beliefs of middle school students in one middle school in western Kansas. The conceptual framework for this study is supported by the research of Albert Bandura on Social Cognitive Theory. This study used a naturalistic inquiry approach and data were collected from multiple sources, including short-answer questionnaires, classroom observations, and one-on-one interviews. Coded data were examined for patterns, themes, and relationships. Middle school students in this study exhibited positive, negative, and variable attitudes toward mathematics, and both positive and negative mathematics self-efficacy beliefs. Students attribute their high mathematics self-efficacy beliefs to the teacher or the high grades they receive on daily assignments, as well as the scores they receive on state and local assessments. Conversely, middle school students have low mathematics self-efficacy beliefs when they feel unsuccessful or distressed, and they attribute those beliefs to the low grades they receive on daily assignments and assessments, as well as the distress of not understanding the mathematics. Middle school students told their mathematical stories of the change in attitudes toward mathematics and mathematics self-efficacy beliefs, and attributed positive changes to the mathematics teacher. Negative changes in attitudes toward mathematics and mathematics self-efficacy beliefs were attributed to the amount of homework expected at the middle school level, as well as the lack of hands-on activities. The influence of the teacher, grades, and hands-on activities impact middle school students’ attitudes toward mathematics and mathematics self-efficacy beliefs. There is a relationship between attitudes toward mathematics and mathematics self-efficacy beliefs. Low mathematics self-efficacy beliefs and poor attitudes toward mathematics are related since low mathematics self-efficacy beliefs and poor attitudes toward mathematics are highly connected. Conversely, high mathematics self-efficacy beliefs and good attitudes toward mathematics are highly related. Middle school students’ experiences impact both mathematics self-efficacy beliefs and attitudes toward mathematics. Students’ mathematics self-efficacy beliefs impact their attitudes toward mathematics.

O ensino de Física Geral nas universidades brasileiras é frequentemente relacionado a dois problemas correlacionados: dificuldade de aprendizagem e desmotivação. Ambos são agravados pela adoção estrita do método de ensino tradicional, com aulas essencialmente expositivas e praticamente sem o incentivo para a interação e colaboração entre os alunos para a aprendizagem dos conteúdos. O objetivo geral desta pesquisa é investigar a melhora na aprendizagem de Física e o desenvolvimento de crenças de autoeficácia em aprender física e em trabalhar colaborativamente por meio de uma adaptação do método de ensino ativo Team-Based Learning (TBL). Essas crenças estão diretamente ligadas à motivação, pois tratam-se de julgamentos que o sujeito tem sobre as próprias capacidades de organizar e executar cursos de ações específicos, os quais afetam seu desempenho, quantidade de esforço e persistência para alcançar seus objetivos. O TBL tem como foco melhorar a aprendizagem e desenvolver habilidades de trabalho colaborativo, por meio de uma estrutura que envolve: o gerenciamento de equipes de aprendizagem, tarefas de preparação e aplicação de conceitos, feedback constante e avaliação entre os colegas. Procuramos responder às seguintes questões: (i) Em relação ao desempenho dos alunos em testes padronizados sobre conceitos básicos de eletromagnetismo, quais os principais resultados alcançados com a implementação do TBL em uma disciplina de Física Geral (Eletromagnetismo) em um curso de Física numa universidade pública brasileira (UFRGS)? (ii) Quais as atitudes dos alunos em relação à mudança de método de ensino tradicional para o TBL? (iii) Como o TBL influencia os estudantes em relação às suas crenças de autoeficácia em aprender física e em trabalhar colaborativamente? Para responder a tais questões, adotamos as orientações metodológicas para estudo de caso de Yin e, a fim de responder a terceira questão de pesquisa, utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura. Para a investigação, realizamos um estudo exploratório que teve duas unidades de análise, uma ampla (a turma, com 27 alunos concluintes) e outra específica, João, um sujeito cujo senso de autoeficácia inicial era baixo e que possuía um histórico de reprovações no curso de licenciatura em Física. Os resultados mostraram que os ganhos normalizados médios da turma nos três testes padronizados que foram aplicados foram semelhantes àqueles atingidos por outros métodos ativos de ensino e superiores a resultados obtidos nos mesmos testes em turmas com o método de ensino tradicional. João obteve resultados similares à média da turma em dois dos três testes. As atitudes dos alunos frente ao método de ensino foram positivas tendo sido destacadas principalmente, as tarefas de estudo prévio e as discussões em equipe. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização das atividades previstas. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, por meio das principais fontes destacadas por Bandura: experiências positivas e vicárias, persuasão social e redução de estresse. Concluímos que o TBL tem potencial para auxiliar na aprendizagem conceitual de Física e em desenvolver crenças de autoeficácia em aprender física e em trabalhar colaborativamente. Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente a aprendizagem, por meio de um referencial teórico específico, e relacioná-la com a mudança nas percepções de eficácia pessoal proporcionadas pelo TBL. / The introductory physics education in the Brazilian universities is frequently related to two correlated problems: students’ difficulties of learning and lack of motivation. In both cases, the strict adoption of traditional teaching method (lecturing), with a timid or non-existent incentive for interaction and collaboration among students, plays a major role. The main goal of this research is to investigate the improvement in the physics learning, the development of self-efficacy beliefs in learn physics and in work collaboratively through an adaptation of the active teaching method Team-Based Learning (TBL). These beliefs are directly linked to motivation, because they are based on judgments made by the individuals about their own capabilities to organize and execute specific courses, which affect their performance, amount of effort and persistence to achieve their goals. The TBL focuses on improving learning and develop collaborative work skills, through a structure which involves: management of learning teams, reading assignments and tests of concepts application, constant feedback and evaluation by peers. We tried to answer the following questions: (i) In relation to student performance on standardized tests about basic concepts of electromagnetism, what are the main results achieved with the implementation of the TBL in an introductory physics class (electromagnetism) in one physics course in a Brazilian public university (UFRGS)? (ii) What are the attitudes of the students regarding the change of the traditional teaching method for TBL? (iii) How TBL affects the students regarding their self-efficacy beliefs in learning physics and in work collaboratively? Therefore, to answer the questions, we have adopted the methodological guidelines for case study of Yin and in order to answer the third research question, we use the Social Cognitive Theory, in particular, the concept of self-efficacy, of Bandura. For the investigation, we conducted an exploratory study which had two units of analysis, a wide (the class, with 27 college students) and other specific, João, an individual whose sense of initial self-efficacy was short and had a history of failures in the course degree in physics. The results showed that the mean normalized gains of the three class standardized tests that were applied were similar to those achieved by other active teaching methods and superior to results obtained in the same tests in classes with the traditional teaching method. João achieved the class average in two of the three tests. The attitudes of the students about the method were positive having been highlighted mainly the reading assignments and team discussions. As negative factors were mentioned: the amount of work and not having enough time in class to carry out all the planned activities. About the self-efficacy beliefs in learn physics and in work collaboratively, we found that the beliefs of the students were positively influenced by the activities developed with the teaching method, through the main sources highlighted by Bandura: positive experiences, vicarious experiences, social persuasion and stress reduction. We conclude that TBL has the potential to assist in the conceptual learning of physics and developing self-efficacy beliefs in learn physics and in work collaboratively. Further research is necessary to continue this exploratory study, by investigating deeper into learning through a specific a theoretical reference and relate it to the change in perceptions of personal efficacy provided by the TBL.

The main purpose of the study was to investigate pre-service elementary mathematics teachers&rsquo / personal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried out during a three week period. In this study, the researcher was also the teacher of the instruction at the same time. A survey on pre-service mathematics teachers&rsquo / efficacy beliefs about using concrete models was administered to the students before and after the instruction to evaluate the contribution of the instruction on pre-service teachers&rsquo / efficacies. After the instruction, semi-structured interviews were conducted. The present study demonstrated that the instruction based on using concrete models had positive contributions on the pre-service elementary mathematics teachers&rsquo / self-efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. In addition, results revealed that pre-service elementary mathematics teachers had confidence in themselves about using concrete models both as learners and as teachers. Moreover, they believed that using concrete models in teaching mathematics would have positive consequences in teaching process and students&rsquo / learning. However, the interview data indicated that, pre-service teachers had relatively low personal efficacies and outcome expectancies about classroom management, when the concrete models were involved in the instruction.