RT info:eu-repo/semantics/article
T1 Confirmation and Structured Inquiry Teaching: Does It Improve Students’ Achievement Motivations in School Science?
A1 Toma, Radu Bogdan
K1 Expectancies of success
K1 Intrinsic value
K1 Confirmation inquiry
K1 Structured inquiry
K1 Elementary education
K1 Instructional desing
K1 Educación
K1 Education
K1 Enseñanza primaria
K1 Education, Primary
AB Guided and open inquiry stands as a valuable instructional strategy for science education.Yet, confrmation and structured inquiry, which provides higher levels of teacher guidance, is moreoften enacted. These approaches, though more workable, remain unexplored in their efectiveness inimproving achievement motivations. This study draws on expectancy-value theory to explore the efectof short-term confrmation and structured inquiry on students’ expectancies of success and intrinsicvalues in school science when compared to traditional lecture-based strategies. One hundred and nineteen Spanish sixth graders were assigned to three pedagogical conditions using classroom clusters:lecture (control group), confrmation inquiry, and structured inquiry. The intervention consisted of twounits of three hours each. Findings revealed no statistically signifcant diferences between pedagogical conditions. Overall, this study failed to fnd evidence of a diference in students’ expectancies ofsuccess and intrinsic value of school science when lecture, confrmation, or structured inquiry teachingstrategies were used.
PB Springer Nature
SN 1492-6156
YR 2022
FD 2022-03
LK http://hdl.handle.net/10259/7392
UL http://hdl.handle.net/10259/7392
LA eng
NO Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature.
DS Repositorio Institucional de la Universidad de Burgos
RD 04-may-2024