Measurement of student attitudes to science and association with inquiry-based learning in regional schools

Haynes, Michele; Brown, Alinta; Nichols, Kim; Musofer, Reshma Parveen

doi:10.1080/09500693.2023.2168138

Cited by 7 publications

(4 citation statements)

References 46 publications

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“…Self-efficacy has a direct effect on BIU (0.64), and thus can directly affect students’ acceptance of inquiry teaching. This outcome was similar to the findings of previous studies ( Holden and Rada, 2011 ; Haynes et al, 2023 ). Self-efficacy also has an indirect effect on behavioral intentions through implementation quality (0.253).…”

Section: Discussionsupporting

confidence: 92%

Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: an extension of technology acceptance model

Hu,

Wang,

Wang

et al. 2024

Front. Psychol.

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IntroductionDue to the limitations of traditional didactic teaching, inquiry-based teaching has attracted increasing attention and has become an important content of curriculum teaching reform in college education. Nevertheless, it is vital to investigate students’ subjective acceptance of inquiry-based instruction and its influencing factors before inquiry-based teaching methods are widely implemented.MethodsIn light of this, taking into account the psychological factors of students, an acceptance model of inquiry-based teaching pedagogy was established based on the extended technology acceptance model (TAM). Three additional variables, namely self-efficacy, implementation quality, and risk perception, were incorporated into the TAM. Firstly, subjective evaluation data of the influencing factors of inquiry teaching acceptance were obtained through a network questionnaire survey from university students in Guangdong, China, using snowball sampling and convenient sampling. A total of 485 valid questionnaires were retrieved, with an effective response rate of 88.2%. Then, internal consistency and reliability, convergent validity and discriminant validity of the model and its hypothesis were tested with reliability and validity tests. Finally, path analysis was used to examine key determinants of students’ acceptance of inquiry teaching and moderators.ResultsResults indicated that the constructed model can explain the acceptability of inquiry teaching for college students by 88.6%; Attitude has a positive significant impact on behavioral intention; Perceived ease of use indirectly affects behavioral intention through perceived usefulness, while perceived usefulness indirectly affects behavioral intention through attitude; self-efficacy not only directly affects behavioral intention but also indirectly affects behavioral intention through implementation quality; implementation quality indirectly affects behavioral intention through perceived usefulness and attitude; students’ risk perception of inquiry-based teaching has no negative impact on behavioral intention.ConclusionOverall, this study has implications for policymakers, teachers or learners in terms of the implementation and promotion of inquiry-based teaching in college classroom.

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Section: Discussionsupporting

confidence: 92%

Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: an extension of technology acceptance model

Hu,

Wang,

Wang

et al. 2024

Front. Psychol.

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“…Students who are able to express, and turn these emotions into positive actions will affect their learning outcomes [8]. A student equipped with a positive attitude, a strong self-concept, and substantial prior knowledge is anticipated to undergo a smoother and quicker learning process, leading to greater academic achievements [9]. Feelings of frustration or uncertainty often leads students to feel disengaged.…”

Section: Discussionmentioning

confidence: 99%

Investigating Indonesian Students’ Meta-Affective of Positive and Negative Affect in Science Learning

Nurhayati,

Widodo,

Samsudin

2024

Advances in Social Science, Education and Humanities Research

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This study aims to assess students' meta-affective ability of positive and negative affect during learning science. This study adopted a quantitative approach through a survey of 90 junior high school students aged 12-14 years in Indonesia. The instrument used was a meta-affective scale consisting of 26 statements with indicators of affective awareness and affective regulation. The sub indicators are awareness, expression and regulation of positive and negarive affect. SPSS 25 was used to test variance of each indicators of the questionnaires, Item Response Theory (IRT) Rasch was used doing analysis of the tendencies. The results showed that students began to show the development of meta-affective ability in science learning. The analysis showed that students were more aware of and regulated positive affect like happiness or pride than a negative affect like disapointment or sadness during science learning. The recommendation from these findings is that nowadays awareness and regulation of negative affect needs to be addressed in science learning.

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“…When teaching science, the emphasis is on different active learning activities. Educational research has shown that inquiry learning, improves pupils' performance and positive attitudes toward science (Haynes et al, 2023), as well as developing critical thinking skills, the ability to observe and appreciate the natural world around them, and thus a more holistic understanding of science (Lu et al, 2021). Global reform in science education over the past two decades has emphasized the importance of teaching science through inquiry (Ramnarain et al, 2022), but some researchers have found that teachers are increasingly valuing the use of digital tools in their teaching, but that integrated teaching of science has not been on the rise.…”

Section: Iblmentioning

confidence: 99%

The Pre-service Teachers’ Perceptions of Integrated Teaching, Inquiry Learning, using ICT and Real-life Examples in Science Classes

Laius,

Presmann

2024

SEI

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The study was conducted as a case study to enhance pre-service science teachers’ readiness for integration, inquiry-based learning (IBL), the use of Information and Communication Technology (ICT), and the application of real-life examples during their teacher training courses. The objective of the research was to explore pre-service science teachers’ perceptions of integrated teaching, inquiry learning, and the use of ICT in science education, drawing on their experiences in teacher training. It also aimed to examine potential differences in their viewpoints and the evolution of their perceptions over time. A questionnaire was developed to gather insights from 50 pre-service science teachers regarding their views on the integration of science subjects before and after their 2-year teacher training courses. The collected data were analyzed using a qualitative approach with the QCAmap software, followed by a quantitative analysis utilizing the Microsoft Excel software. The findings revealed significant variances in perceptions among pre-service teachers based on the number of science subjects they studied during their training. Those who studied two or more subjects placed greater emphasis on the value of integration, IBL, ICT use, and real-life examples in science education, and exhibited more significant changes in their views throughout the 2 years of teacher training. Furthermore, the study found that nearly half of the pre-service teachers did not view IBL in science classes as crucial, and only about a quarter recognized the importance of ICT utilization.

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Measurement of student attitudes to science and association with inquiry-based learning in regional schools

Cited by 7 publications

References 46 publications

Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: an extension of technology acceptance model

Assessing the intention to accept inquiry-based teaching pedagogy among Chinese university students: an extension of technology acceptance model

Investigating Indonesian Students’ Meta-Affective of Positive and Negative Affect in Science Learning

The Pre-service Teachers’ Perceptions of Integrated Teaching, Inquiry Learning, using ICT and Real-life Examples in Science Classes

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