The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses.
The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses.
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DOI：
10.1187/cbe.20-04-0076
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发表时间：
2021-03
期刊：
影响因子：
--
通讯作者：
Blumer LS
中科院分区：
文献类型：
--
作者：
Beck CW;Blumer LS
科学自我效能感，学生对能够进行科学实践的信心，与科学身份和成果预期相互作用，导致科学课程的成绩提高，科学专业的坚持，并最终追求科学的高级培训。探究式实验室课程已被证明可以提高本科生的自我效能感，但所涉及的机制和教学实践的具体组成部分，导致提高自我效能感还不清楚。在目前的研究中，我们确定了学生和教师对实验室教学实践（科学综合，科学过程技能和教师指导教学）的看法是否与来自11个不同机构的19门引导探究实验室课程的学期后自我效能感有关。与科学素养相关的自我效能感从学期初到学期末显著提高。个别学生的教学实践中的课程内的看法的变化显着相关的学生自我效能感在学期末的差异，但不是平均学生的看法或教师的看法，他们自己的做法跨课程。个别学生的看法的重要性表明，教师应该与学生在课程开发。此外，教师需要使用非内容的谈话，以加强学生在探究式实验室课程中从事的科学实践。
Science self-efficacy, a student’s confidence in being able to perform scientific practices, interacts with science identity and outcomes expectations, leading to improved performance in science courses, persistence in science majors, and ultimately, the pursuit of advanced training in the sciences. Inquiry-based laboratory courses have been shown to improve undergraduate student self-efficacy, but the mechanisms involved and specific components of instructional practices that lead to improved self-efficacy are not clear. In the current study, we determined whether student and faculty perceptions of laboratory instructional practices (scientific synthesis, science process skills, and instructor-directed teaching) were related to postsemester self-efficacy across 19 guided-inquiry laboratory courses from 11 different institutions. Self-efficacy related to science literacy increased significantly from the beginning of the semester to the end of the semester. Variation in individual student perceptions of instructional practices within a course were significantly related to differences in student self-efficacy at the end of the semester, but not average student perceptions or faculty perceptions of their own practices across courses. The importance of individual student perceptions suggests that faculty should engage with students during curricular development. Furthermore, faculty need to use noncontent talk to reinforce the science practices students are engaging in during inquiry-based laboratory courses.
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影响因子：
4.6
作者：
Carpi, Anthony;Ronan, Darcy M.;Lents, Nathan H.
通讯作者：
Lents, Nathan H.
DOI：
10.1187/cbe.16-03-0139
发表时间：
2016
期刊：
CBE life sciences education
影响因子：
--
作者：
Beck CW;Blumer LS
通讯作者：
Blumer LS
DOI：
10.1187/cbe.19-04-0082
发表时间：
2020-03
期刊：
CBE life sciences education
影响因子：
--
作者：
Esparza D;Wagler AE;Olimpo JT
通讯作者：
Olimpo JT
影响因子：
3.9
作者：
Chemers, Martin M.;Zurbriggen, Eileen L.;Bearman, Steve
通讯作者：
Bearman, Steve
影响因子：
3.7
作者：
Blumer, Lawrence S.;Beck, Christopher W.
通讯作者：
Beck, Christopher W.