The mediating–moderating model of inquiry-based learning and science self-efficacy: evidence from PISA 2015
Author:
Affiliation:
1. College of Life Sciences, Beijing Normal University, Beijing, People’s Republic of China
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/09500693.2022.2067364
Reference110 articles.
1. What Can a Teacher Do to Support Students’ Interest in Science? A Study of the Constitution of Taste in a Science Classroom
2. Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar
3. Meeting students halfway: Increasing self-efficacy and promoting knowledge change in astronomy
4. Self-efficacy: Toward a unifying theory of behavioral change.
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