Fostering STEM Identity through Storytelling: Links to Belonging, Self-Efficacy, Classroom Climate, and Lab Performance

Karen Ho; Alfie Chen; Douglas B. Clark

doi:10.1039/d5rp00230c

January 1, 2025Chemistry Education Research and Practice

Fostering STEM Identity through Storytelling: Links to Belonging, Self-Efficacy, Classroom Climate, and Lab Performance

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Key Points

Incorporating storytelling into lab classes improves self-efficacy and belonging among students.
The study links better classroom climate to enhanced lab performance, indicating a positive change.
Observational analysis across various classrooms showed the impact of contextualized storytelling methods.
Findings suggest that storytelling strategies may enhance students' motivation and engagement in STEM.

Implication

Exploration of storytelling's effect on self-efficacy and classroom climate in STEM education.

Abstract

This study explores how integrating an approach to storytelling, called contextualized storytelling, into the laboratory classroom may be related to students’ self-efficacy, sense of belonging, classroom climate, and lab performance....

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Cite This Study

Ho et al. (2025) studied this question.

synapsesocial.com/papers/68bb3a3d2b87ece8dc955175 https://doi.org/10.1039/d5rp00230c

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Fostering STEM Identity through Storytelling: Links to Belonging, Self-Efficacy, Classroom Climate, and Lab Performance

Key Points

Implication

Abstract

Discussion

Cite This Study

Fostering STEM Identity through Storytelling: Links to Belonging, Self-Efficacy, Classroom Climate, and Lab Performance

Key Points

Implication

Abstract

Discussion

Cite This Study

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