validated LRI in science-learning in a study of more than 180 NSW science classrooms . It found reports by students of teachers ’ LRI were significantly associated with higher levels of self-reported engagement , and engagement was significantly associated with higher achievement .
In the largest bio-psychological study of science student learning in classrooms , the project also examined 400 students ’ physiological reactions ( examining anxiety / engagement through a biometric wristband measuring sweat ) and neuropsychological activity ( measuring brain activity associated with alertness / working memory through an EEG headset ) while taking a science test or conducting a science experiment .
The research found students ’ stress responses and self-efficacy can have real-time implications for their achievement . Understanding these responses allows teachers and students to work together to enhance students ’ science-learning experience . Improving students ’ self-efficacy helps optimise their scientific potential and contributes towards enhancing our nation ’ s science research and innovation .
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It ’ s important to address motivational dimensions – for example , students ’ self-confidence in science – alongside physiological measures to help students switch on in STEM . If we include measures from a broader range of sub-disciplines – from educational psychology to biopsychology – we get to know students better so we can help them more effectively , says Andrew Martin .
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Our collaboration Andrew Martin is partnering on the ARC Linkage project with :
> Joel Pearson from UNSW Science > And The King ’ s School .
Creating Impact @ UNSW Arts , Design & Architecture 57 .