RT info:eu-repo/semantics/article
T1 Effect of confirmation and structured inquiry on attitudes toward school science
A1 Toma, Radu Bogdan
K1 Attitudes toward science
K1 Confirmation inquiry
K1 Elementary education
K1 Structured inquiry
K1 Teacher guidance
K1 Enseñanza primaria
K1 Education, Primary
K1 Planificación educativa
K1 Educational planning
AB 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.
PB Wiley
SN 0036-6803
YR 2022
FD 2022-01
LK http://hdl.handle.net/10259/6376
UL http://hdl.handle.net/10259/6376
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 25-nov-2024