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    Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom

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    Access Status
    Open access
    Authors
    Vishnumolakala, Venkat Rao
    Southam, Daniel
    Treagust, David
    Mocerino, Mauro
    Qureshi, S.
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Vishnumolakala, V.R. and Southam, D. and Treagust, D. and Mocerino, M. and Qureshi, S. 2017. Students' attitudes, self-efficacy and experiences in a modified Process-Oriented Guided Inquiry Learning undergraduate chemistry classroom. Chemistry Education Research and Practice. 18 (2): pp. 340-352.
    Source Title
    Chemistry Education Research and Practice
    DOI
    10.1039/C6RP00233A
    ISSN
    1756-1116
    School
    Department of Chemistry
    URI
    http://hdl.handle.net/20.500.11937/50807
    Collection
    • Curtin Research Publications
    Abstract

    This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry (ASCI v2), and chemistry attitudes and experiences questionnaire (CAEQ) were adopted, modified, and administered to understand and gauge students’ affective outcomes before (pre) and after (post) POGIL intervention. Students’ post-POGIL perceptions of their attitudes, self-efficacy and experiences were statistically significantly higher. In addition to confirmatory testing of reliability of data obtained from ASCI v2 and CAEQ in an Australian POGIL context, the findings suggest that POGIL intervention provides positive affective experiences to students who are new to chemistry or have limited prior chemistry knowledge.

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