Impact of an Active Learning Methodology on Students' Emotions and Self-Efficacy Beliefs towards the Learning of Chemical Reactions-The Case of Secondary Education Students
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 t...
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| Main Authors: | , , , |
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| Format: | Book |
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MDPI AG,
2022-05-01T00:00:00Z.
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| Summary: | 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. |
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| Item Description: | 10.3390/educsci12050347 2227-7102 |