The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses.

ABSTRACT: 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 laborator

SUBMITTER: Beck CW 

PROVIDER: S-EPMC8108504 | biostudies-literature | 2021 Mar

REPOSITORIES: biostudies-literature