Education majors in an inquiry-based physics content course were asked to reflect on the
ways the course affected their self-efficacy for completing physics tasks, such as creating a
circuit. Responses were coded according to the contributor of the influence and whether that
influence was positive or negative. The group learning structure, hands-on activities in the
class, and the constructed repertoire of science knowledge, processes, and activities, were
all reported to be positive influences on self-efficacy, whereas the influence of the instructor …