The contribution of formative assessment and self-efficacy to inquiry learning
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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The contribution of formative assessment and self-efficacy to inquiry learning. / Dolin, Jens; Evans, Robert Harry.
Inquiry in science education and science teacher education: Research on teaching and learning through inquiry based approaches in science (teacher) education. Trondheim Norway : Akademika Publishing, 2013. p. 125-145.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - The contribution of formative assessment and self-efficacy to inquiry learning
AU - Dolin, Jens
AU - Evans, Robert Harry
PY - 2013
Y1 - 2013
N2 - This chapter suggests the use of formative assessment in inquiry lessons as a helpful source of positive personal capacity beliefs for both teachers and students. The challenge most commonly experienced when first using inquiry learning methods is that pupils and even teachers become uncertain of their abilities to use inquiry and ‘give-up’ on it. With the use of formative assessment combined with conscious efforts to increase self-efficacy among students, teachers can help provide students with the confidence and motivation to engage in inquiry methods. Such student engagement can in-turn affirm teachers’ inquiry teaching efforts and raise the likelihood that they will continue to improve them. We see inquiry methods as the motor for changing teacher practice and formative assessment methods combined with capacity beliefs as the fuel that keeps the motor running. The central position of the chapter is how suitable assessment methods for inquiry based science education can enhance teachers’ capacity beliefs about their ability to use these methods in their teaching.
AB - This chapter suggests the use of formative assessment in inquiry lessons as a helpful source of positive personal capacity beliefs for both teachers and students. The challenge most commonly experienced when first using inquiry learning methods is that pupils and even teachers become uncertain of their abilities to use inquiry and ‘give-up’ on it. With the use of formative assessment combined with conscious efforts to increase self-efficacy among students, teachers can help provide students with the confidence and motivation to engage in inquiry methods. Such student engagement can in-turn affirm teachers’ inquiry teaching efforts and raise the likelihood that they will continue to improve them. We see inquiry methods as the motor for changing teacher practice and formative assessment methods combined with capacity beliefs as the fuel that keeps the motor running. The central position of the chapter is how suitable assessment methods for inquiry based science education can enhance teachers’ capacity beliefs about their ability to use these methods in their teaching.
KW - Faculty of Science
KW - inquiry
KW - self-efficacy
KW - formative assessment
M3 - Book chapter
SN - 978-82-519-2933-2
SP - 125
EP - 145
BT - Inquiry in science education and science teacher education
PB - Akademika Publishing
CY - Trondheim Norway
ER -
ID: 49742105