Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, M. Gail; Lee, Tammy; Carrier, Sarah; Madden, Lauren; Cayton, Emily; Chesnutt, Katherine; Ennes, Megan; Huff, Pamela; Phillips, Lanette |
|---|---|
| Titel | White Lab Coats and Elementary Students' Science Self-Concept and Science Self-Efficacy |
| Quelle | In: Science Educator, 28 (2021) 1, S.1-9 (9 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1094-3277 |
| Schlagwörter | Elementary School Students; Elementary School Science; Self Concept; Self Efficacy; Science Laboratories; Clothing; Science Interests; Scientists |
| Abstract | Youth often fail to see themselves in the role of a scientist or engineer and they may lack the confidence to believe they can be successful in STEM courses and careers. This study investigated students wearing lab coats as one strategy to build science academic self-concept and self-efficacy in science. Teachers in four elementary schools had their students wear lab coats for ten science lessons. Students (n= 37) were interviewed pre and post to the lab coat experience to document students' perceived science self-efficacy, science self-concept, and perceptions of wearing the lab coat on their views of themselves as scientists. The students reported that when wearing a lab coat, they felt like scientists and felt smart and competent in learning science. Results suggest that wearing a lab coat may be an accessible strategy that can raise science self-efficacy, self-concept, and promote an enhanced sense of relatedness to science and scientists. (As Provided). |
| Anmerkungen | National Science Education Leadership Association. P.O. Box 3406, Englewood, CO 80155. Tel: 720-250-9583; Fax: 303-200-7099; Web site: https://www.nsela.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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