Internet Learning Volume 3, Number 2, Fall 2014 | Page 65
Internet Learning
Bandura, A. (2003). Self-efficacy: The exercise
of control (6th ed.). New York: Macmillian.
Becerra-Labra, C., Gras-Marti, A., & Torregrosa,
J. (2012). Effects of a Problem-based
Structure of Physics Contents on Conceptual
Learning and the Ability to Solve Problems.
International Journal of Science Education,
34(8), 1235–1253.
Bransford, J. D., Brown, A. L., & Cocking, R.
R. (Eds.). (2000). How people learn: Brain,
mind, experience, and school: Expanded Edition.
Washington, DC: National Academy
Press.
Crouch, C. H., & Mazur, E. (2001). Peer
Instruction: Ten years of experience and
results. American Journal of Physics, 69(9),
970–977.
Darling-Hammond, L., Rosso, J., Austin, K.,
Orcutt, S., & Martin, D. (2003). How People
Learn: Introduction to Learning Theory.
Annenberg Learner. Retrieved from http://
www.learner.org/courses/learningclassroom/support/01_intro.pdf
Fencl, H., & Scheel, K. (2003). Sources of
Self-Efficacy in Science Courses Scale.
Hackett, G., & Betz, N. E. (1989). An exploration
of the mathematics self-efficacy/
mathematics performance correspondence.
Journal of Research in Mathematics Education,
20(3), 261–273.
Hake, R. R. (1998). Interactive-engagement
versus traditional methods: A six-thousand-student
survey of mechanics test data
for introductory physics courses. American
Journal of Physics, 66, 64–74.
Heron, P., Shaffer, P. S., & McDermott, L. C.
(n.d.). Identifying and addressing student
conceptual difficulties: An example from
introductory physics. National Academy
Press. Retrieved from http://www7.nationalacademies.org/bose/Heron_CommissionedPaper.pdf
Johnson, L., Adams Becker, S., Estrada, V.,
Freeman, A. (2014). NMC Horizon Report:
2014 Higher Education Edition. The New
Media Consortium: Austin, TX.
Lasry, N., Mazur, E., & Watkins, J. (2008).
Peer instruction: From Harvard to the twoyear
college. American Journal of Physics,
76(11), 1066. doi:10.1119/1.2978182
Lent, R. W., Brown, S. D., & Larkin, K. C.
(1984). Relation of self-efficacy expectations
to academic achievement and persistence.
Journal of Counseling Psychology, 31(3),
356–362. doi:10.1037/0022-0167.31.3.356
Maloney, D. P., O’Kuma, T. L., Hieggelke,
C. J., & Van Heuvelen, A. (2001). Surveying
students’ conceptual knowledge of electricity
and magnetism. American Journal of
Physics, 69(S1), S12. doi:10.1119/1.1371296
Mazur, E. (1997). Peer instruction: A user’s
manual. Upper Saddle River, New Jersey:
Prentice Hall.
Miller, K., Schell, J., Ho, A., Lukoff, B., &
Mazur, E. (in Press). Response switching
and self-efficacy in Peer Instruction classrooms.
Physical Review Special Topics –
Physics Education Research.
Multon, K. D., Brown, S. D., & Lent, R. W.
(1991). Relation of self-efficacy beliefs to
academic outcomes: A meta-analytic investigation.
Journal of Counseling Psychology,
38(1), 30–38.
64