Articles producció científica> Pedagogia

Influence on self-efficacy of the degree of authenticity of the inquiry carried out in two secondary school science projects

  • Dades identificatives

    Identificador: imarina:9202554
  • Autors:

    Grimalt-Alvaro, Carme
    Ortega-Torres, Enric
    Couso, Digna
    Romeu, Laura Paloma
  • Altres:

    Autor segons l'article: Grimalt-Alvaro, Carme; Ortega-Torres, Enric; Couso, Digna; Romeu, Laura Paloma;
    Departament: Pedagogia
    Autor/s de la URV: Grimalt Alvaro, Maria del Carme
    Paraules clau: Self-efficacy Secondary education Project-based learning Inquiry
    Resum: Beliefs about one's ability to successfully carry out a specific task (self-efficacy) influence involvement and motivation towards that task. In recent decades, the focus of attention on these beliefs has increased in the area of science education, not only as one of the most consistent predictors of students' real performance, but because of the existence of systematic inequalities regarding boys' and girls' self-efficacy. Although various characteristics of Project Based Learning (PBL) can potentially contribute to the improvement of students' self-efficacy, the evidence on the relationship between the elements of design and the improvement of students' self-efficacy in school science has been little explored. To offer design guidelines, the research presented aims at exploring which characteristics of the inquiry carried out in two variations of The scientific congress project can lead to an improvement in self-efficacy of 14-15-year-old participating students in two secondary schools (A and B). A questionnaire was designed and answered by 60 students before and after their participation in the project (10 boys and 16 girls from School A, and 23 boys and 11 girls from School B). Results show that research strategies with different degrees of authenticity in scientific inquiry in school do not necessarily lead to an improvement in science self-efficacy of students in the short term. The article discusses the need to include other complementary strategies to guarantee that both girls and boys can successfully participate in real scientific research experiences.
    Àrees temàtiques: Revistas de ciencias de la educación Pedagogical & educational research Ensino Education & educational research Education Educación Educação Ciencias sociales Ciencias de la educación Ciências biológicas ii
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: carme.grimalt@urv.cat
    Identificador de l'autor: 0000-0002-5314-7706
    Data d'alta del registre: 2024-07-27
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: https://revistas.uca.es/index.php/eureka/article/view/6197
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias. 18 (2):
    Referència de l'ítem segons les normes APA: Grimalt-Alvaro, Carme; Ortega-Torres, Enric; Couso, Digna; Romeu, Laura Paloma; (2021). Influence on self-efficacy of the degree of authenticity of the inquiry carried out in two secondary school science projects. Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias, 18(2), -. DOI: 10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2101
    DOI de l'article: 10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2101
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2021
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Education,Education & Educational Research
    Self-efficacy
    Secondary education
    Project-based learning
    Inquiry
    Revistas de ciencias de la educación
    Pedagogical & educational research
    Ensino
    Education & educational research
    Education
    Educación
    Educação
    Ciencias sociales
    Ciencias de la educación
    Ciências biológicas ii
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