Autor según el artículo: Grimalt-Alvaro, Carme; Ortega-Torres, Enric; Couso, Digna; Romeu, Laura Paloma;

Departamento: Pedagogia

Autor/es de la URV: Grimalt Alvaro, Maria del Carme

Palabras clave: Self-efficacy Secondary education Project-based learning Inquiry

Resumen: 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.

Áreas temáticas: 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

Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/

Direcció de correo del autor: carme.grimalt@urv.cat

Identificador del autor: 0000-0002-5314-7706

Fecha de alta del registro: 2021-10-10

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: https://revistas.uca.es/index.php/eureka/article/view/6197

Referencia al articulo segun fuente origial: Revista Eureka Sobre Enseñanza Y Divulgación De Las Ciencias. 18 (2):

Referencia 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

URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/

DOI del artículo: 10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2101

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2021

Tipo de publicación: Journal Publications