2026-08-20T02:18:12Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/63762024-05-13T06:51:30Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146
Repositorio Institucional de la Universidad de Burgos
author
Toma, Radu Bogdan
2022-02-01T09:29:56Z
2022-02-01T09:29:56Z
2022-01
0036-6803
http://hdl.handle.net/10259/6376
10.1111/ssm.12505
1949-8594
Guided and open inquiry strategies are found to improve students’ attitudes toward science. Yet, confirmation and structured inquiry are more often enacted by teachers. The effectiveness of these approaches involving high teacher guidance remains unexplored. Students in six classes (N = 119, Mage = 11.25 years) were assigned to control (lecture) or treatment (confirmation or structured inquiry) groups. The intervention consisted of two units of 3 h each. Following the intervention, students in the structured inquiry condition reported more intentions to enroll in school science than their counterparts in the confirmation inquiry or lecture group. There were no differences in enjoyableness, self-efficacy, usefulness, and relevance of school science between pedagogical conditions. The findings support the use of structured inquiry over confirmation inquiry and lecture-based strategies for developing students’ science career aspirations, which has implications for science teacher professional development and the design of instructional resources.
eng
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Attitudes toward science
Confirmation inquiry
Elementary education
Structured inquiry
Teacher guidance
Effect of confirmation and structured inquiry on attitudes toward school science
info:eu-repo/semantics/article
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URL
https://riubu.ubu.es/bitstream/10259/6376/5/Toma-ssm_2022.pdf
File
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508711
application/pdf
Toma-ssm_2022.pdf