Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course
Abstract:This quantitative, exploratory study examined whether a Project‐Based Guided Inquiry (PBGI) chemistry laboratory course supported more incremental ability beliefs among students, examined achievement outcomes for students grouped based on changes in student‐reported chemistry ability beliefs from pre‐ to post‐course, and provided explanations for differences in achievement and chemistry ability beliefs. Data sources included pre/post surveys of 367 undergraduate students' and 18 teaching assistants' (TAs) cont… Show more
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