Why should children's universities strive to strengthen the children's self-efficacy?

• Authors: Meleczek Magdalena

Abstracts

EN

The article originates in the experience of the Children’s University Foundation gained during the participation in the international project STEAM4U, implemented as part of the Erasmus+ program. The aim of the study is, on the one hand, to explain the concept of self-efficacy in the field of education. On the other hand, it outlines the problems of gender and origin inequity in the world of science. The author of the article describes the project initiatives undertaken by the Foundation that enhance children’s self-efficacy and presents selected teaching strategies that can be applied to the activities of children’s universities or other educational institutions. The study presents selected data derived from the research on the children’s self-efficacy, carried out as part of the project activities. The data allow for answering the question of whether the classes at the Children’s University strengthen the children’s self-efficacy and for indicating what types of activities are greatly appreciated by children. The participants’ answers reveal that the most significant factors influencing the enhancement of self-confidence in the area of STEAM are active involvement and the use of learning methods other than those exploited at school. The experience described in the text may be an inspiration for other educational initiatives, encouraging them to enrich the teaching process with strategies oriented on developing the children’s self-efficacy.

Keywords

EN

self-efficacy; non-formal education; children’s universities; equity in science; STEAM

• Publisher: Szkoła Główna Handlowa w Warszawie
• Journal: e-mentor
• Year: 2018
• Issue: 4 (76)
• Pages: 14-18

Contributors

author

Meleczek Magdalena

• Children’s University Foundation

References

• Bańka, A. (2016). Poczucie samoskuteczności. Konstrukcja i struktura czynnikowa Skali Poczucia Samoskuteczności w Karierze Międzynarodowej. Poznań-Warszawa: Stowarzyszenie Psychologia i Architektura.
• Chmura-Rutkowska, I., Duda, M., Mazurek, M., Sołtysiak-Łuczak, A. (Eds.). (2015). Gender w podręcznikach. Projekt badawczy. Raport. Warszawa: Fundacja Feminoteka.
• Główny Urząd Statystyczny. (2007). Kobiety w Polsce. Warszawa: Zakład Wydawnictw Statystycznych.
• Główny Urząd Statystyczny. (2017). Szkoły wyższe i ich finanse w 2016 roku. Warszawa: Zakład Wydawnictw Statystycznych.
• Kupisiewicz, Cz. (2012). Dydaktyka. Podręcznik akademicki. Impuls: Kraków.
• Tylikowska, A. (2017). Szklany sufit wśród pracowników naukowych. Polityka, 1(3), 88-91. Retrieved from: https://www.polityka.pl/jamyoni/1693414,1,szklany-sufit-wsrod-pracownikow-naukowych.read