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http://dx.doi.org/10.14697/jkase.2014.34.2.0155

An Analysis of Middle Schoolers' Science Self-Efficacy Development in Problem Based Learning  

Lee, Solhee (Ewha Womans University)
Chung, Younglan (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.34, no.2, 2014 , pp. 155-163 More about this Journal
Abstract
The present study tries to identify the characteristics of Problem Based Learning (PBL), which affects the development of middle school students' science self-efficacy. Additionally, we have tried to analyze the relationship within those characteristics to demonstrate the processes of science self-efficacy development. In line with this reasoning, we have developed a 20-module, problem-based learning science program and applied this program to 9th grade students (n=17). Two rounds of qualitative interviews have been conducted with each participant after the program, which has been analyzed with the well-documented method by Corbin and Strauss (2007). As a result, three characteristics of problem based learning have been identified to affect the development of science self-efficacy: a) authentic and ill-structured problem sets, b) small group activity, and c) result sharing. Further analysis has revealed that an authentic and ill-structured problem set as a condition precedent of self-efficacy development, while small group activity has worked as an acceleration condition. Lastly, sharing the result works as a transition condition to future interest on science-related activity or choosing science-related majors.
Keywords
problem based learning; Science self-efficacy;
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Times Cited By KSCI : 4  (Citation Analysis)
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