Implementing and Evaluating a Teaching Learning Sequence to Enhance Energy Understanding and Science Self-Efficacy in Primary School
Bibliographic Data
| ID | 22047263 |
|---|---|
| Authors | Giusy Giarratano (0009-0000-6901-9058, University of Palermo), Aurelio Agliolo Gallitto (0000-0001-6617-9056, University of Palermo), Claudio Fazio (0000-0002-3031-1665, University of Palermo, corresponding author), Onofrio Rosario Battaglia (0000-0002-0250-0514, University of Palermo) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Pages | 209 |
| Publication date | 2026-01-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020209 |
| OpenAlex | W7126076471 |
| Language | EN |
| Citations received | 1 |
| References cited | 55 |
Energy is a central yet complex scientific concept that is often taught superficially in primary education. At this school level, teaching energy-related concepts is often done through textbooks that provide only simplistic definitions and little emphasis on energy conversion, and do not necessarily support the development of an integrated understanding among students. At the same time, promoting Science Self-Efficacy (SSE) in children is crucial, as research indicates that gender differences in SSE can emerge as soon as in primary school and become more pronounced throughout schooling, with potential implications for students’ future engagement in science. This study presents the design, implementation and evaluation of a Teaching–Learning Sequence (TLS) aimed at both supporting conceptual understanding of energy and fostering SSE. The TLS was carried out with N = 75 fifth-grade students over 12 h and was based on Inquiry-Based Science Education methodology. To assess its effectiveness, two instruments were administered in pre- and post-intervention phases: a test on energy concepts and a questionnaire on SSE. The results, which will be discussed in detail, provide evidence that the TLS may enhance students’ conceptual learning and contribute to the development of SSE at the primary school level
Concept learning · Conceptual change · Primary education · Science education · Environmental Education and Sustainability · Neuroscience, Education and Cognitive Function · Science Education and Pedagogy
Content Analysis
Sources of science self-efficacy beliefs of middle school students
Gender stereotypes about intellectual ability emerge early and influence children’s interests
Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement.
On Conceptualizing and Assessing Social Cognitive Constructs in Career Research
Sources of academic and self-regulatory efficacy beliefs of entering middle school students
Interest Matters
Student ratings of teaching quality in primary school
A Model of Factors Contributing to STEM Learning and Career Orientation
Conceptual change
The effect of inquiry-based teaching on students' attitudes toward science as an academic subject as well as science and technology in general
The mediating–moderating model of inquiry-based learning and science self-efficacy
Science self-efficacy beliefs of upper primary students in Ireland
Self-efficacy
Exploring teachers’ and students’ gender role bias and students’ confidence in STEM fields
Gender, self‐efficacy and achievement among South African Technology teacher trainees
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |