Influence of Implementing Inquiry-based Instruction on Science Learning Motivation and Interest: A Perspective of Comparison

Wang, Pi-Hsia; Wu, Pai-Lu; Yu, Ker‐Wei; Lin, Yi-Xian

doi:10.1016/j.sbspro.2015.01.750

Cited by 42 publications

(32 citation statements)

References 5 publications

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“…In general, empirical evidence has revealed that investigative interests are positively related to math and science abilities (Ackerman & Heggestad, 1997). Although investigative interests are considered traits (Nauta, 2012), there is evidence that interests can be fostered through, for instance, inquiry-based instruction and extracurricular science experiences (e.g., Jocz, Zhai, & Tan, 2014;Wang, Wu, Yu, & Lin, 2015).…”

Section: Investigative Interestsmentioning

confidence: 99%

Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial

Schiefer¹,

Golle²,

Tibus³

et al. 2019

Brit J of Edu Psychol

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Background. Further developing students' thinking about knowledge and knowing in science (epistemic beliefs) is considered a normative goal of science education in many countries around the world, even for elementary-school-aged children.Aims. The goal of the present study was to introduce and evaluate a new intervention in science education aimed at developing children's epistemic beliefs, epistemic curiosity, and investigative interests. The intervention included an inquiry-based learning approach as well as reflections on epistemic issues because these methods are currently seen as most promising for fostering students' epistemic beliefs.Sample. Data were collected from 65 elementary school children in Grades 3 and 4 (58.46% boys, age: M = 8.73, SD = 0.60) who participated in a voluntary extracurricular STEM enrichment programme in south-west Germany.Methods. We investigated the effectiveness of the intervention by applying a randomized block design with a treated control group and repeated measures. The effectiveness of the intervention was analysed via multiple linear regression analyses.Results. The results indicated that the children assigned to the intervention developed more sophisticated epistemic beliefs and a higher level of epistemic curiosity than the children assigned to the control condition. No intervention effects were found on investigative interests. Conclusions.The results provide initial evidence for the effectiveness of the intervention and demonstrate that it is possible to improve epistemic beliefs among elementary school children in Grades 3 and 4. The study provides a starting point for understanding how young children develop epistemic beliefs.Promoting student achievement and competencies in the STEM disciplines (Science, Technology, Engineering, Mathematics) is a cornerstone of current educational research and practice (OECD, 2016). Besides obtaining knowledge in these disciplines, it is also relevant for students to understand how such knowledge is generated. The respective key questions are as follows: Is our knowledge certain, or does it change over time? Do allThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Section: Investigative Interestsmentioning

confidence: 99%

Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial

Schiefer¹,

Golle²,

Tibus³

et al. 2019

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…The objectives of science learning include instilling curiosity and positive attitudes towards science, the environment, technology, and society (Kumpulainen & Rajala, 2017). Attractive and enjoyable science learning can foster student motivation and curiosity (P.-H. Wang, Wu, Yu, & Lin, 2015). Thus, to support science learning activity, an authentic learning approach is needed (Jamalzadeh & Shahsavar, 2015), to facilitate students in conducting an inquiry process (Gillies & Rafter, 2019;Jerrim, Oliver, & Sims, 2019;Jiang et al, 2018).…”

Section: A R T I C L E I N F Omentioning

confidence: 99%

“…The inquiry learning approach is the process of defining and investigating problems, formulating hypotheses, designing experiments, finding data, and drawing conclusions of those problems (McNew-Birren & van den Kieboom, 2017; P.-H. Wang et al, 2015). The inquiry learning provides students' understanding by developing their social skills (Wheeler, Maeng, & Whitworth, 2013;Yudarwati, 2019).…”

Section: A R T I C L E I N F Omentioning

confidence: 99%

“…According to Rahmaniar, Haris, and Martawijaya (2015), if students understand carefully the formulation of the problem, they can establish a basic assumption which will then be tested for truth through experimental activities. Formulating a hypothesis requires a specific, testable, and predictable statement driven by theoretical guidance and/or prior evidence (Dobber et al, 2017;Trna, Trnova, & Sibor, 2012;P.-H. Wang et al, 2015). Therefore, students will be forced to respond actively so that an active science learning process is created.…”

Section: Stage 5: Formulating Hypothesismentioning

confidence: 99%

“…This ability consists of preparing experimental steps and preparing tools and materials, observing objects, collecting data, and interpreting data to test the hypothesis. Students are allowed to develop experimental designs to test hypotheses that have been formulated (Chu, Reynolds, Tavares, Notari, & Lee, 2017;Tindangen, 2018;Trna et al, 2012;P.-H. Wang et al, 2015). Thus, in this stage, students can develop their curiosity, especially in asking for each activity steps, enthusiasm in the science process, and attention to the observed objects.…”

Section: Stage 6: Designing Experimentsmentioning

confidence: 99%

See 2 more Smart Citations

Students’ curiosity profile in excretion system topic taught using authentic inquiry learning

Mouromadhoni

Atun

Nurohman

2019

JPBI

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Curiosity is a basic important aspect encourages students in finding various information which, in turn, aid them to encompass the concept learnt. This descriptive research aimed at elaborating the curiosity profile of junior high school students in science learning, particularly in excretion system topic who were taught using the authentic inquiry learning. This research was conducted at SMP Negeri 14 Yogyakarta with 32 of eight graders as the subjects. The instrument used was curiosity response questionnaire. The data obtained was analyzed using percentage. The results showed that the average of curiosity achievement obtained was categorized as strong (75%). However, the comparison of implementations between the authentic inquiry learning and the other learning models are needed to get more comprehensive information.

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Guided inquiry-blended learning (GI-BL) to enhance the critical thinking skill of undergraduate biology students

Suwono¹,

Adi

Suarsini³

2019

AIP Conference Proceedings

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Influence of Implementing Inquiry-based Instruction on Science Learning Motivation and Interest: A Perspective of Comparison

Cited by 42 publications

References 5 publications

Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial

Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial

Students’ curiosity profile in excretion system topic taught using authentic inquiry learning

Guided inquiry-blended learning (GI-BL) to enhance the critical thinking skill of undergraduate biology students

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