Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process.
Related Content
Instruments
Building on previous research on the Science Teaching Efficacy Belief Instrument (STEBI) (I. Riggs and L.
The Students’ Adaptive Learning Engagement in Science (SALES) Questionnaire was developed to measure salient factors related to the motivation and self-regulation of students in lower secondary science classrooms (grades 8-10).
2012 National Survey of Science and Mathematics Education: Science Teacher Questionnaire solicits information regarding K-12 science teachers' opinions, their preparation, and their teacher practice.
The Science Teaching Efficacy Belief Instrument (STEBI) is used in many studies to measure science teaching self-efficacy and outcome expectancy in preservice elementary teachers. This 25-item instrument uses a 5-point Likert scale.
The Scientific Attitudes Inventory II (SAI II) assesses students' interest in science, their attitudes toward science, their views of scientists, and their desire to become scientists.
Publication
A science summer camp is a popular type of informal science experience for youth. While there is no one model of a science camp, these experiences typically allow for more focused and in-depth exploration of different science domains and are usually hands-on and participatory.
The ITEST program has enabled creativity, experimentation, and cultural responsiveness in STEM education and workforce development and broadened participation in STEM initiatives to Native American communities, underresourced urban communities, girls, and populations underrepresented in STEM