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

QR Code

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

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. Ve...

Full description

Bibliographic Details
Main Authors:	Vishnumolakala, Venkat Rao, Southam, Daniel, Treagust, David, Mocerino, Mauro, Qureshi, S.
Format:	Journal Article
Published:	R S C Publications 2017
Online Access:	http://hdl.handle.net/20.500.11937/50807

Similar Items

Longitudinal impact of process-oriented guided inquiry learning on the attitudes, self-efficacy and experiences of pre-medical chemistry students
by: Vishnumolakala, Venkat Rao, et al.
Published: (2018)

An exploration of process oriented guided inquiry learning in undergraduate Chemistry classes
by: Vishnumolakala, Venkat Rao
Published: (2013)

Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes
by: Treagust, David, et al.
Published: (2018)

Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study
by: Qureshi, S., et al.
Published: (2016)

Latent constructs of the students' assessment of their learning gains instrument following instruction in stereochemistry
by: Vishnumolakala, Venkat, et al.
Published: (2016)

Educational Reforms and Implementation of Student-Centered Active Learning in Science at Secondary and University Levels in Qatar
by: Qureshi, S., et al.
Published: (2016)

Design and Validation of an Instrument to Measure Students’ Interactions and Satisfaction in Undergraduate Chemistry Laboratory Classes
by: Wei, Jianye, et al.
Published: (2020)

Content knowledge development in a chemistry teacher preparation program: A current potentials and challenges
by: Widhiyanti, T., et al.
Published: (2017)

Process Oriented Guided Inquiry Learning in Australian secondary science classrooms
by: Dogra, Aneeta
Published: (2021)

The Effect Of Process-Oriented Guided-Inquiry Learning On Students’ Scientific Inquiry Literacy Skills And Achievement In Secondary School Chemistry
by: Abdul Talib, Corrienna
Published: (2013)

Developing an understanding of undergraduate student interactions in chemistry laboratories
by: Wei, J., et al.
Published: (2018)

The impact of teachers' characteristics on their self-efficacy and job satisfaction: A perspective from teachers engaging students with disabilities
by: Shaukat, S., et al.
Published: (2019)

Chemistry
by: Blackman, A., et al.
Published: (2012)

Student learning processes in classroom and remote laboratory settings
by: Treagust, David, et al.
Published: (2016)

Australian chemistry education research and practice: A dynamic and colourful landscape of learning and teaching
by: Lawrie, G., et al.
Published: (2018)

Development of pedagogical model on chemistry teaching through computer-assisted guided inquiry for Eleventh Grade High School in Iran / Zohreh Abedi Kargiban.
by: Kargiban, Zohreh Abedi
Published: (2009)

Understanding interactions in face-to-face and remote undergraduate science laboratories
by: Wei, Jianye, et al.
Published: (2019)

Chemistry : core concepts
by: Blackman, A., et al.
Published: (2016)

Case Studies of Scaffolded On-Line Inquiry in Primary and Secondary Classrooms: Technology and Inquiry in a Science Context
by: Sheffield, Rachel, et al.
Published: (2015)

Classroom Assessment Environment, Self-Efficacy, and Mastery Goal Orientation: A Causal Model
by: Alkharusi, Hussain
Published: (2009)

Personal inquiry: orchestrating science investigations within and beyond the classroom
by: Sharples, Mike, et al.
Published: (2014)

Personal inquiry: orchestrating science investigations within and beyond the classroom
by: Sharples, Mike, et al.
Published: (2015)

Attitude toward the subject of Chemistry in Australia: An ALIUS and POGIL collaboration to promote cross-national comparisons
by: Xu, X., et al.
Published: (2012)

The efficacy of problem-based learning in an analytical laboratory course for pre-service chemistry teachers
by: Yoon, H., et al.
Published: (2014)

The power beyond its simplicity: Effectiveness of POE strategy to enhance preservice teacher understanding about intermolecular spacing in matter
by: Widhiyanti, T., et al.
Published: (2014)

Inquiry-Based Teacher-and Student-Generated Analogies
by: Coll, R., et al.
Published: (2008)

Targeting key student attributes: Using pogil in a senior undergraduate class to develop spatial reasoning
by: Southam, Daniel, et al.
Published: (2012)

Omani Science Teachers’ Perceived Self-Efficacy Beliefs for Teaching Science as Inquiry: Influences of Gender, Teaching Experience, and Preparation Programme
by: Shahat, M.A., et al.
Published: (2022)

Blending flipped classroom with inquiry learning as an innovative approach to teaching science
by: Wahida, Mariyam, et al.
Published: (2019)

Diagnostic Assessment in Chemistry
by: Treagust, David, et al.
Published: (2011)

Evidencing the efficacy of curricula and pedagogical innovation in the affective domain: A case study
by: Southam, Daniel, et al.
Published: (2013)

Supporting Scientific Report Writing in a Chemistry Classroom
by: Putra, G., et al.
Published: (2017)

Gathering Psychometric Evidence for ASCIv2 to Support Cross-Cultural Attitudinal Studies for College Chemistry Programs
by: Southam, Daniel, et al.
Published: (2014)

The impact of philosophical inquiry method on classroom engagement and reasoning skills of low achievers
by: Wan Yusoff, Wan Mazwati
Published: (2018)

Facilitating high school students' use of multiple representations to describe and explain simple chemical reactions
by: Chandrasegaran, Chandra, et al.
Published: (2011)

An Evaluation of a Teaching Intervention to Promote Students’ Ability to Use Multiple Levelsof Representation When Describing and Explaining Chemical Reactions
by: Chandrasegaran, Chandra, et al.
Published: (2008)

Emphasizing Multiple Levels of Representation To Enhance Students’ Understandings of the Changes Occurring during Chemical Reactions
by: Chandrasegaran, Chandra, et al.
Published: (2009)

Applying the ASELL framework fo rthe improvement of first year physics laboratory program
by: Siddiqui, Salim, et al.
Published: (2010)

Living with a label: an action oriented feminist inquiry into women's mental health
by: Gray, Jennie
Published: (2006)

Living with a Label: An Action Oriented Feminist Inquiry into Women's Mental Health
by: Gray, Jennie
Published: (2008)

Cannot write session to /tmp/vufind_sessions/sess_j5vhhkcbahkkn46i2mc0l396vn