Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study

Qureshi, Sheila S.; Vishnumolakala, Venkat Rao; Southam, Daniel; Treagust, David F.

doi:10.1007/s10763-016-9735-9

Cited by 21 publications

(21 citation statements)

References 47 publications

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“…A semester-long participation in POGIL workshops by students has positively influenced their efficacy levels in understanding chemistry content and applying the gained knowledge. These results were in line with those reported in the literature (Villafane, et al, 2014;De Gale and Boisselle, 2015;Şen, et al, 2015;Qureshi, et al, 2016).…”

Section: Self-efficacysupporting

confidence: 93%

Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

Vishnumolakala

Southam

Treagust

et al. 2017

Chem. Educ. Res. Pract.

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This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry (ASCI v2), and chemistry attitudes and experiences questionnaire (CAEQ) were adopted, modified, and administered to understand and gauge students’ affective outcomes before (pre) and after (post) POGIL intervention. Students’ post-POGIL perceptions of their attitudes, self-efficacy and experiences were statistically significantly higher. In addition to confirmatory testing of reliability of data obtained from ASCI v2 and CAEQ in an Australian POGIL context, the findings suggest that POGIL intervention provides positive affective experiences to students who are new to chemistry or have limited prior chemistry knowledge.

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Section: Self-efficacysupporting

confidence: 93%

Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

Vishnumolakala

Southam

Treagust

et al. 2017

Chem. Educ. Res. Pract.

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“…First, our synthesis of a historical sample of studies from the years in which inquiry-based teaching is returning to prominence indicates a positive effect of this teaching approach on student learning, with a particularly large effect of students engaging in the epistemic domain of inquiry and the procedural, epistemic, and social domains combined. Second, the metaanalysis also indicates higher effect sizes for studies that involved teacher-led activities (Furtak et al, 2012;Lazonder et al, 2016;Qureshi et al, 2017).…”

Section: Introductionmentioning

confidence: 89%

Chemoentrepreneurship with Cooperative Integrated Process Inquiry Strategy to Increase Students' Entrepreneurial Interest and Learning Motivation

Sumarti

Aris

Aini³

2018

JPII

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Colloid chemistry learning at SMAN 1 Mijen Demak had a less useful impact as it has not integrated the process of making with the products needed in everyday life. The lesson also did not equip students with the skills in entering the entrepreneurship world. The observation results indicated that the XI IPA1 grade students in SMAN 1 Mijen Demak had low entrepreneurial interest and motivation. This was due to the tedious and lessmotivated chemistry learning. Therefore, this study aimed to increase the students' entrepreneurial interest and learning motivation on colloid materials through Integrated Cooperative Inquiry Process strategy. A classroom action research applied in this research consisted of three cycles. Each cycle had several stages which were planning, implementation, observation, and reflection. The data on the students' entrepreneurial interest and learning motivation were collected through observation and questionnaire. The descriptive analysis was adopted in this research. The data were analysed using the average mastery and proportion. Based on the analysis of cycles I, II and III, the percentage of the students' entrepreneurship interest increased from 47.64% to 51.17%; 72,16% and 81,10% having 38 students achieved the mastery learning. While the learning motivation increased from 49.55% to 56.08%; 68.21% and 76.32% having 37 students reached the mastery learning. It concluded that the CIPI (Cooperative Integrated Process Inquiry) with CEP (Chemo entrepreneurship) approach could increase the students' entrepreneurial interest and learning motivation.

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“…Most students in this population are in their second year of the undergraduate studies when involvement in research activities are encouraged, providing an outlet to increase self‐efficacy, along with it the likelihood of both male and female students' degree completion and career choices within science (Betz & Hackett, ; Zeldin, Britner, & Pajares, ). The use of process‐oriented guided inquiry learning (POGIL; Qureshi, Vishnumolakala, Southam, & Treagust, ; Vishnumolakala, Southam, Treagust, Mocerino, & Qureshi, ), problem‐based learning (Mataka & Kowalske, ), and collaborative learning (Fencl & Scheel, ) are associated with increased self‐efficacy. Conversely, one study found no impact of POGIL on self‐efficacy (Chase, Pakhira, & Stains, ).…”

Section: Discussionmentioning

confidence: 99%

“…Our research supports those results, and indicates that measuring self-concept, specifically, can help an instructor identify at-risk students before the first term assessment. The recognized influence of score on the first examination on all subsequent measures of achievement (Villafañe et al, 2016) suggests that an initial measure of self-concept can inform an instructor as to which students may be at risk of performing poorly in the class as a whole, at which point they may decide to incorporate interventions which may improve affective and academic measures (Espinosa, 2008(Espinosa, , 2011Mataka & Kowalske, 2015;Ong, Wright, Espinosa, & Orfield, 2011;Qureshi et al, 2017;Vishnumolakala et al, 2017).…”

Section: Implications For Instructionmentioning

confidence: 99%

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Gibbons

Raker

2018

J Res Sci Teach

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This study is designed to test a reciprocal causation, cross‐lagged model of self‐concept, self‐efficacy, and achievement in a postsecondary STEM course. Both self‐efficacy and self‐concept are known to be related to achievement; however, there is a need to untangle the relationship between the two constructs as well as their association to achievement across time to best direct future research efforts. To achieve this research interest, a longitudinal measurement strategy was used to measure chemistry self‐concept and self‐efficacy for learning and performance before and after achievement measures (i.e., two term examinations) in a postsecondary organic chemistry course context. A reciprocal causation, cross‐lagged model best fits the data as a representation of the relationships between these three measures over time as compared to autoregressive, performance effects, and self‐belief effects models. Significant paths in the reciprocal causation, cross‐lagged model include the first self‐concept measure to the first achievement measure as well as from the second self‐concept measure to the third self‐efficacy measure. Relationships from achievement to each subsequent self‐belief measure were also significant. This study demonstrates the ability of longitudinal measurements of multiple constructs in postsecondary STEM educational research to collect nuanced information that is overlooked when pre‐measure designs of single constructs are used. In the classroom, an initial measure of self‐concept can inform instructors of the likelihood of students to succeed on an initial achievement measure, at which point they may choose to implement some of the targeted intervention strategies from literature.

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Inquiry-Based Chemistry Education in a High-Context Culture: a Qatari Case Study

Cited by 21 publications

References 47 publications

Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

Students’ attitudes, self-efficacy and experiences in a modified process-oriented guided inquiry learning undergraduate chemistry classroom

Chemoentrepreneurship with Cooperative Integrated Process Inquiry Strategy to Increase Students' Entrepreneurial Interest and Learning Motivation

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

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