Effect of Confirmation and Structured Inquiry on Attitudes toward School Science

Autor/in	Toma, Radu Bogdan
Titel	Effect of Confirmation and Structured Inquiry on Attitudes toward School Science
Quelle	In: School Science and Mathematics, 122 (2022) 1, S.16-23 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Toma, Radu Bogdan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12505
Schlagwörter	Student Attitudes; Scientific Attitudes; Science Instruction; Comparative Analysis; Inquiry; Active Learning; Teaching Methods; Intervention; Course Selection (Students); Science Education; Self Efficacy; Relevance (Education); Lecture Method; Science Teachers; Science Careers; Faculty Development + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Course selection; Student; Students; Kurswahl; Naturwissenschaftliche Bildung; Self-efficacy; Selbstwirksamkeit; Relevance; Relevanz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	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, M[subscript age] = 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01