Fostering Secondary School Science Students’ Intrinsic Motivation by Inquiry-based Learning

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2023-11-08 DOI:10.1007/s11165-023-10139-0

Ralph Meulenbroeks, Rob van Rijn, Martijn Reijerkerk

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Abstract

Background

Intrinsic motivation plays a unique mediating role in student academic performance. An inquiry-based learning (IBL) physics practical is studied in terms of effects on secondary school students’ intrinsic motivation towards performing science practicals.

Results

After performing IBL experiments on ionizing radiation, 38 secondary school physics students were interviewed and expressed their need for support in two main areas: the inquiry process and non-salient tasks, i.e., operating the equipment. The IBL experiments were revised accordingly, providing scaffolding through revised worksheets and videos on the use of the equipment. Subsequently, a quasi-experiment was carried out. One experimental group received both a revised worksheet and a video (N = 88), the other only received the worksheet (N = 67). Students performing the same practical on the basis of a step-by-step instruction sheet were used as a control group (N = 87). Five subscales of the intrinsic motivation inventory were used as a pre- and post-test for all three groups. Results show significant gains in the Interest/Enjoyment as well as Effort/Importance subscales favouring both IBL groups. With an instructional video, all five subscales show a significant increase as compared to the control group.

Conclusions

The results point to the advantages of using an IBL approach for practicals, provided appropriate scaffolding is used in terms of equipment operation and inquiry process.

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探究式学习对中学理科学生内在动机的培养

背景内在动机在学生学习成绩中起着独特的中介作用。研究了探究式学习（IBL）物理实践对中学生进行科学实践的内在动机的影响。结果38名中学物理学生在进行电离辐射IBL实验后，接受了访谈，并表达了他们在两个主要领域的支持需求：询问过程和非突出任务，即操作设备。IBL实验进行了相应的修订，通过修订的工作表和设备使用视频提供了脚手架。随后，进行了准实验。一个实验组收到了一份修改后的工作表和一段视频（N = 88），另一方只收到工作表（N = 67）。在分步教学表的基础上进行相同实践的学生被用作对照组（N = 87）。内在动机量表的五个分量表被用作所有三组的前后测试。结果显示，兴趣/享受以及努力/重要性分量表显著增加，有利于两组IBL。在教学视频中，与对照组相比，所有五个分量表都显示出显著增加。结论只要在设备操作和询问过程中使用适当的脚手架，结果表明在实践中使用IBL方法的优势。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.