The relationship between guided student-generated questioning and chemistry achievement and self-efficacy in elementary preservice teachers
Guided Student-Generated Questioning (GSGQ), a metacognitive questioning strategy, has been demonstrated in previous studies of elementary school students through college level-students to improve cognitive ability by encouraging higher levels of thinking. Improved cognitive ability has resulted in higher cognitive test scores, commonly measured by standardized tests. This study investigated the use of GSGQ as a strategy to increase chemistry achievement and chemistry self-efficacy of elementary preservice teachers. GSGQ was associated with an increase in chemistry achievement, but was not associated with an increase in chemistry self-efficacy. In addition, the Chemistry Self-Efficacy Scale was constructed and validated.