The impact of guided student-generated questioning on chemistry achievement and self-efficacy of elementary preservice teachers
Journal Title: European Journal of Science and Mathematics Education - Year 2016, Vol 4, Issue 1
Abstract
This study investigated the use of Guided Student-Generated Questioning (GSGQ) as a metacognitive instructional strategy to increase chemistry achievement and self-efficacy of elementary preservice teachers. The Chemistry Self-Efficacy Scale (CSES), modified from the Biology Self-Efficacy Scale (BSES),was used to determine elementary preservice teachers’ self-reported confidence in understanding chemistry. Findings indicated that GSGQ was significantly related to an increase in achievement for the topics of water and solubility but not for the topics of chemical reactions or matter. In addition, the use of GSGQ was found not to be significantly related to chemistry self-efficacy.
Authors and Affiliations
Chritine Moseley, Emily Boneer, Marilyn Ibey
Keywords
Related Articles
- EP ID EP8081
- DOI -
- Views 405
- Downloads 24
Fostering modeling competencies: benefits of worked examples, problems to be solved, and fading procedures
The application of mathematics to real-world problems is moving more and more in the focus of attention of mathematics education; however, many learners experience huge difficulties in relating “pure” mathematics to ever...
Improving transfer of learning through designed context-based instructional materials
This study investigates the outcome of designed source?text materials in context?based physics learning using validated test questions in mechanics. Two groups of students received context?based instruction (experimental...
Mathematics for language, language for mathematics
The author discusses the balance and mutual influence of the language of instruction and mathematics in the context of CLIL, Content and Language Integrated Learning. Different aspects of the relationship of language and...
How does grit impact college students’ academic achievement in science?
Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits. This paper explores how grit affects stude...
The impact of guided student-generated questioning on chemistry achievement and self-efficacy of elementary preservice teachers
This study investigated the use of Guided Student-Generated Questioning (GSGQ) as a metacognitive instructional strategy to increase chemistry achievement and self-efficacy of elementary preservice teachers. The Chemistr...