2024-03-28T23:52:26Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/63762022-11-18T01:05:22Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146
2022-02-01T09:29:56Z
urn:hdl:10259/6376
Effect of confirmation and structured inquiry on attitudes toward school science
Toma, Radu Bogdan
Attitudes toward science
Confirmation inquiry
Elementary education
Structured inquiry
Teacher guidance
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.
2022-02-01T09:29:56Z
2022-02-01T09:29:56Z
2022-01
info:eu-repo/semantics/article
0036-6803
http://hdl.handle.net/10259/6376
10.1111/ssm.12505
1949-8594
eng
School Science and Mathematics. 2022, V. 122, n. 1, p. 16-23
https://doi.org/10.1111/ssm.12505
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Wiley