"I'm Just Not That Great at Science": Science Self-Efficacy in Arts and Communication Students

Autor/inn/en	McBride, Eileen; Oswald, W. Wyatt; Beck, Lindsey A.; Vashlishan Murray, Amy
Titel	"I'm Just Not That Great at Science": Science Self-Efficacy in Arts and Communication Students
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 4, S.597-622 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McBride, Eileen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21603
Schlagwörter	Science Education; Self Efficacy; Scientific Literacy; General Education; Scientific Attitudes; Anxiety; Minority Group Students; Foreign Students; College Students; Science Achievement; Achievement Gains; Racial Differences; Mastery Learning; Student Centered Learning; Instructional Design + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Self-efficacy; Selbstwirksamkeit; Allgemein bildendes Schulwesen; Allgemeinbildung; Angst; Collegestudent; Achievement gain; Leistungssteigerung; Rassenunterschied; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a "connection to science" measure--the Inclusion of Science in Self Scale--and a Science Anxiety Scale. Participants also responded to two open-ended "sources of science efficacy" questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science--although no change in science anxiety--over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01