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ERIC Number: EJ1107739
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2301-251X
EISSN: N/A
The Impact of Guided Student-Generated Questioning on Chemistry Achievement and Self-Efficacy of Elementary Preservice Teachers
Moseley, Christine; Bonner, Emily; Ibey, Marilyn
European Journal of Science and Mathematics Education, v4 n1 p1-16 2016
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.
European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A