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Influencia en la autoeficacia del grado de autenticidad de la indagación de dos proyectos de ciencia de secundaria. Estudio de caso

Beliefs about one's ability to successfully carry out a specific task (self-efficacy) influence involvement and motivation towards that task. In recent decades, the focus of attention on these beliefs has increased in the area of science education, not only as one of the most consistent predictors of students’ real performance, but because of the existence of systematic inequalities regarding boys’ and girls’ self-efficacy. Although various characteristics of Project Based Learning (PBL) can potentially contribute to the improvement of students’ selfefficacy, the evidence on the relationship between the elements of design and the improvement of students’ selfefficacy in school science has been little explored. To offer design guidelines, the research presented aims at Revista Eureka sobre Enseñanza y Divulgación de las Ciencias Universidad de Cádiz. APAC-Eureka. ISSN: 1697-011X http://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2101 http://reuredc.uca.es C. GRIMALT-ÁLVARO ET AL. INFLUENCIA EN LA AUTOEFICACIA DEL GRADO DE AUTENTICIDAD DE LA INDAGACIÓN DE DOS PROYECTOS exploring which characteristics of the inquiry carried out in two variations of “The scientific congress” project can lead to an improvement in self-efficacy of 14-15-year-old participating students in two secondary schools (A and B). A questionnaire was designed and answered by 60 students before and after their participation in the project (10 boys and 16 girls from School A, and 23 boys and 11 girls from School B). Results show that research strategies with different degrees of authenticity in scientific inquiry in school do not necessarily lead to an improvement in science self-efficacy of students in the short term. The article discusses the need to include other complementary strategies to guarantee that both girls and boys can successfully participate in real scientific research experiences.