The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning method

Detalhes bibliográficos
Autor(a) principal: Espinosa, Tobias
Data de Publicação: 2020
Outros Autores: Araujo, Ives Solano, Veit, Eliane Angela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Amazônia (Universidade Federal do Pará. Online)
Texto Completo: https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8567
Resumo: Self-efficacy, defined as the belief about one's own capability in perform a particular task, influence student motivation, performance and persistence in learning tasks. For this reason, the Educational Research community seeks to understand how to foster student self-efficacy regarding necessary actions for learning. Particularly in Physics Education there are controversial results about the potentiality of active teaching methods in developing these beliefs. In this sense, we investigated how an experience with the Team-Based Learning (TBL) method in an introductory physics course influenced the levels of self-efficacy in learning physics and working collaboratively of a particular student, whose prior beliefs were low compared to the class. Carrying out an explanatory case study, we found positive changes in student’s self-efficacy in the dimensions analyzed. This variation occurred, mainly, due to the expansion of discussion spaces provided by TBL, which allowed the student to observe the actions of colleagues and the teacher in different situations, making him feel more capable of carrying out similar activities
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spelling The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning methodA influência de métodos ativos de ensino na autoeficácia discente sobre aprender Física e trabalhar colaborativamente: um estudo de caso explanatório com o método Team-Based Learningself-efficacy; team-based learning; physics educationautoeficácia; team-based learning; ensino de físicaSelf-efficacy, defined as the belief about one's own capability in perform a particular task, influence student motivation, performance and persistence in learning tasks. For this reason, the Educational Research community seeks to understand how to foster student self-efficacy regarding necessary actions for learning. Particularly in Physics Education there are controversial results about the potentiality of active teaching methods in developing these beliefs. In this sense, we investigated how an experience with the Team-Based Learning (TBL) method in an introductory physics course influenced the levels of self-efficacy in learning physics and working collaboratively of a particular student, whose prior beliefs were low compared to the class. Carrying out an explanatory case study, we found positive changes in student’s self-efficacy in the dimensions analyzed. This variation occurred, mainly, due to the expansion of discussion spaces provided by TBL, which allowed the student to observe the actions of colleagues and the teacher in different situations, making him feel more capable of carrying out similar activitiesAutoeficácia, definida como a crença dos indivíduos acerca da própria capacidade de realizar uma atividade específica, influencia na motivação, desempenho e persistência discente nas tarefas de aprendizagem. Por isso, em pesquisas em educação procura-se entender como fomentar a autoeficácia discente em relação às ações necessárias ao aprendizado. No Ensino de Física, em particular, há resultados controversos acerca da potencialidade dos métodos ativos de ensino no desenvolvimento dessas crenças. Nesse sentido, investigamos como uma experiência com o método de ensino Team-Based Learning (TBL) em uma disciplina de física básica universitária influenciou os níveis de autoeficácia em aprender física e trabalhar colaborativamente de um estudante particular, cujas crenças iniciais eram baixas, se comparadas com a turma. A partir de um estudo de caso explanatório, constatamos mudanças positivas nas crenças de autoeficácia do aluno nas dimensões analisadas. Essa variação ocorreu, principalmente, devido à ampliação de espaços de discussão proporcionada pelo TBL, que possibilitou que o estudante observasse as ações dos colegas e do professor em diferentes situações, fazendo-o se sentir mais capaz de realizar atividades semelhantes.Universidade Federal do ParáCAPESCNPqCAPESCNPqEspinosa, TobiasAraujo, Ives SolanoVeit, Eliane Angela2020-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/856710.18542/amazrecm.v16i36.8567Amazônia: Revista de Educação em Ciências e Matemáticas; v. 16, n. 36 (2020); 05-22Amazônia - Journal of Science and Mathematics Education; v. 16, n. 36 (2020); 05-222317-51251980-5128reponame:Amazônia (Universidade Federal do Pará. Online)instname:Universidade Federal do Pará (UFPA)instacron:UFPAporhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8567/6329/*ref*/ANDREW, S. Self-efficacy as a predictor of academic performance in science. Journal of Advanced Nursing, v. 27, n. 3, p. 596–603, 1998./*ref*/BALLEN, C. J. et al. Enhancing diversity in undergraduate science: self-efficacy drives performance gains with active learning. CBE Life Sciences Education, v. 16, n. 4, p. 1–6, 2017./*ref*/BANDURA, A. Self-efficacy: the exercise of control. New York: W. H. Freeman, 1997./*ref*/BANDURA, A. Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, v. 84, n. 2, p. 191–215, 1977./*ref*/BANDURA, A. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall, 1986./*ref*/BANDURA, A. The Evolution of Social Cognitive Theory. In: SMITH K. G.; HITT, M. A. (Org.). Great Minds in Management. Oxford: Oxford University Press, 2005. p. 9-35./*ref*/BRAND, B.; WILKINS, J. Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses. Journal of Science Teacher Education, v. 18, p. 297–317, 2007./*ref*/BRITNER, S. L.; PAJARES, F. Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, v. 43, n. 5, p. 485–499, 2006./*ref*/CLEOPHAS, M. D. G.; FRANCISCO, W. Metacognição e o ensino e aprendizagem das ciências: uma revisão sistemática da literatura (RSL). Amazônia: Revista de Educação em Ciências e Matemáticas, v. 14, n. 29, p. 10-26, 2018./*ref*/DALGETY, J.; COLL, R. K. Exploring first-year science students’ chemistry self-efficacy. International Journal of Science and Mathematics Education, v. 4, p. 97–116, 2006./*ref*/DOU, R. et al. Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens. Physical Review Physics Education Research, v. 12, n. 2, p. 020124, 2016./*ref*/ESPINOSA, T. Aprendizagem de física, trabalho colaborativo e crenças de autoeficácia: um estudo de caso com o método Team-Based Learning em uma disciplina introdutória de eletromagnetismo. 2016. 209 f. Dissertação (Mestrado Acadêmico em Ensino de Física) – Instituto de Física, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre./*ref*/ESPINOSA, T. et al. Medidas de autoeficácia discente e métodos ativos de ensino de física: um estudo de caso explanatório. Revista de Enseñanza de la Física, v. 29, n. 2, p. 7-20, 2017./*ref*/ESPINOSA, T.; ARAUJO, I.; VEIT, E. Crenças de autoeficácia em aprender Física e trabalhar colaborativamente: um estudo de caso com o método Team-Based Learning em uma disciplina de Física Básica. Revista Brasileira De Ensino De Ciência E Tecnologia, v. 12, n. 1, p. 69–94, 2019./*ref*/ESPINOSA, T. et al. Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class. Physical Review Physics Education Research, v. 15, n. 1, p. 010132, 2019./*ref*/FINK, L. D. Beyond Small Groups: Harnessing the Extraordinary Power of Learning Teams. In: MICHAELSEN, L. K.; KNIGHT, A. B; FINK, L. D. (Org.). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing, LLC, 2004. p. 3-26./*ref*/HAKE, R. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, v. 66, n. 1, p. 64–74, 1998./*ref*/LENT, R. W. et al. Latent Structure of the Sources of Mathematics Self-Efficacy. Journal of Vocational Behavior, v. 308, n. 49, p. 292–308, 1996./*ref*/LENT, R. W.; BROWN, S. D.; LARKIN, K. C. Self-Efficacy in the Prediction of Academic Performance and Perceived Career Options. Journal of Counseling Psychology, v. 33, n. 3, p. 265–269, 1986./*ref*/LUCAS, A. E. P. DA S.; MAXIMO PEREIRA, M. A reflexão dos estudantes sobre a tarefa de elaborar questões de Física: um olhar ao longo do tempo. Amazônia: Revista de Educação em Ciências e Matemáticas, v. 14, n. 29, p. 110–124, 2018./*ref*/MICHAELSEN, L.; KNIGHT, A.; FINK, L. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing, LLC, 2004./*ref*/MULTON, K. D.; BROWN, S. D.; LENT, R. W. Relation of Self-Efficacy Beliefs to Academic Outcomes: A Meta-Analytic Investigation. Journal of Counseling Psychology, v. 38, n. 1, p. 30–38, 1991./*ref*/NISSEN, J. M.; SHEMWELL, J. T. Gender, experience, and self-efficacy in introductory physics. Physical Review Physics Education Research, v. 12, n. 2, p. 020105, 2016./*ref*/NOVAK, G. M et al. Just-in-time teaching: blending active learning with web technology. Upper Saddle River: Prentice Hall, 1999./*ref*/OGAN-BEKIROGLU, F.; AYDENIZ, M. Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences. Eurasia Journal of Mathematics, Science & Technology Education, v. 9, n. 3, p. 233–245, 2013./*ref*/PAJARES, F. Current Directions in Self-efficacy Research. In: MAEHR, M.; PINTRICH, P. (Org.). Advances in motivation and achievement. Greenwich, CT: JAI Press, 1997. p. 1-49./*ref*/ROCHA, D. M.; RICARDO, E. C. As crenças de autoeficácia e o desempenho escolar dos estudantes de Física: construção e validação de um instrumento de análise instrumento. Revista Enseñanza de la Física, v. 31, n. 1, p. 37–54, 2019./*ref*/ROSA, C. T. W. DA; RIBEIRO, C. D. A. G.; ROSA, A. B. DA. Habilidades metacognitivas envolvidas na resolução de problemas em Física: investigando estudantes com expertise. Amazônia: Revista de Educação em Ciências e Matemáticas, v. 14, n. 29, p. 143–160, 2018./*ref*/SAWTELLE, V.; BREWE, E.; KRAMER, L. H. Exploring the relationship between self-efficacy and retention in introductory physics. Journal of Research in Science Teaching, v. 49, n. 9, p. 1096–1121, 2012./*ref*/SELAU, F. F. et al. Fontes de autoeficácia e atividades experimentais de física: um estudo exploratório. Revista Brasileira de Ensino de Física, v. 41, n. 2, 2018./*ref*/SCHECHTER, C.; MICHALSKY, T. Juggling Our Mindsets: Learning From Success as a Complementary Instructional Framework in Teacher Education. Teachers College Record, v. 116, n. February 2014, p. 1–48, 2014./*ref*/SCHELL, J. A.; BUTLER, A. C. Insights From the Science of Learning Can Inform Evidence-Based Implementation of Peer Instruction. Frontiers in Education, v. 3, n. May, p. 1–13, 2018./*ref*/SILVA, F. R. da et al. Crenças de Eficácia, Motivação e a Formação de Professores de Física. Caderno Brasileiro de Ensino de Física, v. 28, n. 1, p. 214–228, 2011./*ref*/SIMÕES, S. et al. Crenças de autoeficácia e a escolha da carreira de professor de Física. Latin American Journal of Physics Education, v. 8, n. 3, p. 503–511, 2014./*ref*/YIN, R. Estudo de caso: planejamento e métodos. (4ª ed.). Porto Alegre: Bookman, 2010./*ref*/YIN, R. Qualitative research from start to finish. New York: The Guilford Press, 2011./*ref*/ZELDIN, A. L.; BRITNER, S. L.; PAJARES, F. A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, v. 45, n. 9, p. 1036–1058, 2008.Direitos autorais 2020 Amazônia: Revista de Educação em Ciências e Matemáticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2021-01-21T13:23:46Zoai:ojs.periodicos.ufpa.br:article/8567Revistahttp://www.periodicos.ufpa.br/index.php/revistaamazoniaPUBhttps://periodicos.ufpa.br/index.php/revistaamazonia/oaiamazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br2317-51251980-5128opendoar:2021-01-21T13:23:46Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)false
dc.title.none.fl_str_mv The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning method
A influência de métodos ativos de ensino na autoeficácia discente sobre aprender Física e trabalhar colaborativamente: um estudo de caso explanatório com o método Team-Based Learning
title The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning method
spellingShingle The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning method
Espinosa, Tobias
self-efficacy; team-based learning; physics education
autoeficácia; team-based learning; ensino de física
title_short The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning method
title_full The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning method
title_fullStr The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning method
title_full_unstemmed The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning method
title_sort The influence of active learning methods on student self-efficacy about learning physics and working collaboratively: an explanatory case study with the Team-Based Learning method
author Espinosa, Tobias
author_facet Espinosa, Tobias
Araujo, Ives Solano
Veit, Eliane Angela
author_role author
author2 Araujo, Ives Solano
Veit, Eliane Angela
author2_role author
author
dc.contributor.none.fl_str_mv CAPES
CNPq
CAPES
CNPq
dc.contributor.author.fl_str_mv Espinosa, Tobias
Araujo, Ives Solano
Veit, Eliane Angela
dc.subject.por.fl_str_mv self-efficacy; team-based learning; physics education
autoeficácia; team-based learning; ensino de física
topic self-efficacy; team-based learning; physics education
autoeficácia; team-based learning; ensino de física
description Self-efficacy, defined as the belief about one's own capability in perform a particular task, influence student motivation, performance and persistence in learning tasks. For this reason, the Educational Research community seeks to understand how to foster student self-efficacy regarding necessary actions for learning. Particularly in Physics Education there are controversial results about the potentiality of active teaching methods in developing these beliefs. In this sense, we investigated how an experience with the Team-Based Learning (TBL) method in an introductory physics course influenced the levels of self-efficacy in learning physics and working collaboratively of a particular student, whose prior beliefs were low compared to the class. Carrying out an explanatory case study, we found positive changes in student’s self-efficacy in the dimensions analyzed. This variation occurred, mainly, due to the expansion of discussion spaces provided by TBL, which allowed the student to observe the actions of colleagues and the teacher in different situations, making him feel more capable of carrying out similar activities
publishDate 2020
dc.date.none.fl_str_mv 2020-07-08
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8567
10.18542/amazrecm.v16i36.8567
url https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8567
identifier_str_mv 10.18542/amazrecm.v16i36.8567
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8567/6329
/*ref*/ANDREW, S. Self-efficacy as a predictor of academic performance in science. Journal of Advanced Nursing, v. 27, n. 3, p. 596–603, 1998.
/*ref*/BALLEN, C. J. et al. Enhancing diversity in undergraduate science: self-efficacy drives performance gains with active learning. CBE Life Sciences Education, v. 16, n. 4, p. 1–6, 2017.
/*ref*/BANDURA, A. Self-efficacy: the exercise of control. New York: W. H. Freeman, 1997.
/*ref*/BANDURA, A. Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, v. 84, n. 2, p. 191–215, 1977.
/*ref*/BANDURA, A. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall, 1986.
/*ref*/BANDURA, A. The Evolution of Social Cognitive Theory. In: SMITH K. G.; HITT, M. A. (Org.). Great Minds in Management. Oxford: Oxford University Press, 2005. p. 9-35.
/*ref*/BRAND, B.; WILKINS, J. Using Self-Efficacy as a Construct for Evaluating Science and Mathematics Methods Courses. Journal of Science Teacher Education, v. 18, p. 297–317, 2007.
/*ref*/BRITNER, S. L.; PAJARES, F. Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, v. 43, n. 5, p. 485–499, 2006.
/*ref*/CLEOPHAS, M. D. G.; FRANCISCO, W. Metacognição e o ensino e aprendizagem das ciências: uma revisão sistemática da literatura (RSL). Amazônia: Revista de Educação em Ciências e Matemáticas, v. 14, n. 29, p. 10-26, 2018.
/*ref*/DALGETY, J.; COLL, R. K. Exploring first-year science students’ chemistry self-efficacy. International Journal of Science and Mathematics Education, v. 4, p. 97–116, 2006.
/*ref*/DOU, R. et al. Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens. Physical Review Physics Education Research, v. 12, n. 2, p. 020124, 2016.
/*ref*/ESPINOSA, T. Aprendizagem de física, trabalho colaborativo e crenças de autoeficácia: um estudo de caso com o método Team-Based Learning em uma disciplina introdutória de eletromagnetismo. 2016. 209 f. Dissertação (Mestrado Acadêmico em Ensino de Física) – Instituto de Física, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre.
/*ref*/ESPINOSA, T. et al. Medidas de autoeficácia discente e métodos ativos de ensino de física: um estudo de caso explanatório. Revista de Enseñanza de la Física, v. 29, n. 2, p. 7-20, 2017.
/*ref*/ESPINOSA, T.; ARAUJO, I.; VEIT, E. Crenças de autoeficácia em aprender Física e trabalhar colaborativamente: um estudo de caso com o método Team-Based Learning em uma disciplina de Física Básica. Revista Brasileira De Ensino De Ciência E Tecnologia, v. 12, n. 1, p. 69–94, 2019.
/*ref*/ESPINOSA, T. et al. Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class. Physical Review Physics Education Research, v. 15, n. 1, p. 010132, 2019.
/*ref*/FINK, L. D. Beyond Small Groups: Harnessing the Extraordinary Power of Learning Teams. In: MICHAELSEN, L. K.; KNIGHT, A. B; FINK, L. D. (Org.). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing, LLC, 2004. p. 3-26.
/*ref*/HAKE, R. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, v. 66, n. 1, p. 64–74, 1998.
/*ref*/LENT, R. W. et al. Latent Structure of the Sources of Mathematics Self-Efficacy. Journal of Vocational Behavior, v. 308, n. 49, p. 292–308, 1996.
/*ref*/LENT, R. W.; BROWN, S. D.; LARKIN, K. C. Self-Efficacy in the Prediction of Academic Performance and Perceived Career Options. Journal of Counseling Psychology, v. 33, n. 3, p. 265–269, 1986.
/*ref*/LUCAS, A. E. P. DA S.; MAXIMO PEREIRA, M. A reflexão dos estudantes sobre a tarefa de elaborar questões de Física: um olhar ao longo do tempo. Amazônia: Revista de Educação em Ciências e Matemáticas, v. 14, n. 29, p. 110–124, 2018.
/*ref*/MICHAELSEN, L.; KNIGHT, A.; FINK, L. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing, LLC, 2004.
/*ref*/MULTON, K. D.; BROWN, S. D.; LENT, R. W. Relation of Self-Efficacy Beliefs to Academic Outcomes: A Meta-Analytic Investigation. Journal of Counseling Psychology, v. 38, n. 1, p. 30–38, 1991.
/*ref*/NISSEN, J. M.; SHEMWELL, J. T. Gender, experience, and self-efficacy in introductory physics. Physical Review Physics Education Research, v. 12, n. 2, p. 020105, 2016.
/*ref*/NOVAK, G. M et al. Just-in-time teaching: blending active learning with web technology. Upper Saddle River: Prentice Hall, 1999.
/*ref*/OGAN-BEKIROGLU, F.; AYDENIZ, M. Enhancing Pre-service Physics Teachers’ Perceived Self-efficacy of Argumentation-based Pedagogy through Modelling and Mastery Experiences. Eurasia Journal of Mathematics, Science & Technology Education, v. 9, n. 3, p. 233–245, 2013.
/*ref*/PAJARES, F. Current Directions in Self-efficacy Research. In: MAEHR, M.; PINTRICH, P. (Org.). Advances in motivation and achievement. Greenwich, CT: JAI Press, 1997. p. 1-49.
/*ref*/ROCHA, D. M.; RICARDO, E. C. As crenças de autoeficácia e o desempenho escolar dos estudantes de Física: construção e validação de um instrumento de análise instrumento. Revista Enseñanza de la Física, v. 31, n. 1, p. 37–54, 2019.
/*ref*/ROSA, C. T. W. DA; RIBEIRO, C. D. A. G.; ROSA, A. B. DA. Habilidades metacognitivas envolvidas na resolução de problemas em Física: investigando estudantes com expertise. Amazônia: Revista de Educação em Ciências e Matemáticas, v. 14, n. 29, p. 143–160, 2018.
/*ref*/SAWTELLE, V.; BREWE, E.; KRAMER, L. H. Exploring the relationship between self-efficacy and retention in introductory physics. Journal of Research in Science Teaching, v. 49, n. 9, p. 1096–1121, 2012.
/*ref*/SELAU, F. F. et al. Fontes de autoeficácia e atividades experimentais de física: um estudo exploratório. Revista Brasileira de Ensino de Física, v. 41, n. 2, 2018.
/*ref*/SCHECHTER, C.; MICHALSKY, T. Juggling Our Mindsets: Learning From Success as a Complementary Instructional Framework in Teacher Education. Teachers College Record, v. 116, n. February 2014, p. 1–48, 2014.
/*ref*/SCHELL, J. A.; BUTLER, A. C. Insights From the Science of Learning Can Inform Evidence-Based Implementation of Peer Instruction. Frontiers in Education, v. 3, n. May, p. 1–13, 2018.
/*ref*/SILVA, F. R. da et al. Crenças de Eficácia, Motivação e a Formação de Professores de Física. Caderno Brasileiro de Ensino de Física, v. 28, n. 1, p. 214–228, 2011.
/*ref*/SIMÕES, S. et al. Crenças de autoeficácia e a escolha da carreira de professor de Física. Latin American Journal of Physics Education, v. 8, n. 3, p. 503–511, 2014.
/*ref*/YIN, R. Estudo de caso: planejamento e métodos. (4ª ed.). Porto Alegre: Bookman, 2010.
/*ref*/YIN, R. Qualitative research from start to finish. New York: The Guilford Press, 2011.
/*ref*/ZELDIN, A. L.; BRITNER, S. L.; PAJARES, F. A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, v. 45, n. 9, p. 1036–1058, 2008.
dc.rights.driver.fl_str_mv Direitos autorais 2020 Amazônia: Revista de Educação em Ciências e Matemáticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2020 Amazônia: Revista de Educação em Ciências e Matemáticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Pará
publisher.none.fl_str_mv Universidade Federal do Pará
dc.source.none.fl_str_mv Amazônia: Revista de Educação em Ciências e Matemáticas; v. 16, n. 36 (2020); 05-22
Amazônia - Journal of Science and Mathematics Education; v. 16, n. 36 (2020); 05-22
2317-5125
1980-5128
reponame:Amazônia (Universidade Federal do Pará. Online)
instname:Universidade Federal do Pará (UFPA)
instacron:UFPA
instname_str Universidade Federal do Pará (UFPA)
instacron_str UFPA
institution UFPA
reponame_str Amazônia (Universidade Federal do Pará. Online)
collection Amazônia (Universidade Federal do Pará. Online)
repository.name.fl_str_mv Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)
repository.mail.fl_str_mv amazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br
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