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• W4300979620 abstract "Physics instruction is often unable to support students’ self-efficacy. The remote teaching brought on by the COVID-19 pandemic has also affected learning. We surveyed an introductory quantum mechanics course for three years during a transition into the spin first approach, adapting the student-centered prime-time learning model and using it through the remote teaching during the pandemic. Prime-time learning includes weekly meetings where students and instructors discuss in a small group, and the assessment is based on exercises, group work, and self-assessment. We show that this teaching method improved students’ self-efficacy. Students’ conceptual knowledge post teaching remained high throughout the teaching reform, as measured by an abbreviated Quantum Mechanics Concept Assessment test. We also find that the prime-time model is remarkably stable during remote teaching: in contrast to many other studies, we did not see a decline in conceptual learning outcomes or self-efficacy in remote teaching during the COVID-19 pandemic.Received 22 December 2021Accepted 10 August 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.18.020122Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasConcepts & principlesInstructional strategiesPhysics Education Research" @default.
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• W4300979620 date "2022-10-04" @default.
• W4300979620 modified "2023-09-30" @default.
• W4300979620 title "Self-efficacy and conceptual knowledge in quantum mechanics during teaching reforms and the COVID-19 pandemic" @default.
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• W4300979620 doi "https://doi.org/10.1103/physrevphyseducres.18.020122" @default.
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