| Autor: |
Maria Antonia Dávila-Acedo, Jesús Sánchez-Martín, Diego Airado-Rodríguez, Florentina Cañada-Cañada |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
Education Sciences, Vol 12, Iss 5, p 347 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2227-7102 |
| DOI: |
10.3390/educsci12050347 |
| Popis: |
The main goal of this article was to analyse the impact of the implementation of an active methodology, namely inquiry-based learning, on the emotions experienced by students and their self-efficacy beliefs toward the curricular content in relation to chemical reactions. A sample of 56 students at the third level of compulsory secondary education (K-9) was considered. It was found that the use of an active methodology had on the one hand, a statistically significant effect on the promotion of positive emotions and a decrease in negative emotions and on the other hand a positive effect on the improvement of students’ self-efficacy beliefs towards learning the curricular content related to chemical reactions. The implementation of practical activities in the classroom might lead to better learning of scientific content; at least, the results presented in the current article point in that direction. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
