Impact of Inquiry-Based Learning in a Molecular Biology Class on the Dimensions of Students' Situational Interest

Autor/inn/en	Röllke, Kerstin; Sellmann-Risse, Daniela; Wenzel, Annkathrin; Grotjohann, Norbert
Titel	Impact of Inquiry-Based Learning in a Molecular Biology Class on the Dimensions of Students' Situational Interest
Quelle	In: International Journal of Science Education, 43 (2021) 17, S.2843-2865 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Röllke, Kerstin) ORCID (Sellmann-Risse, Daniela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1993377
Schlagwörter	Active Learning; Inquiry; Molecular Biology; Science Instruction; Workshops; Hands on Science; Science Laboratories; Instructional Effectiveness; High School Students; Adolescents; Student Interests; Authentic Learning; Educational Environment; Enrichment Activities; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Aktives Lernen; Molekularbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernwerkstatt; Schulung; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Studieninteresse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bereicherungsprogramm; Ausland; Deutschland
Abstract	We investigated the impact of inquiry-based learning on the situational interest (SI) of senior high school students in a molecular biology class. In part I of our study we designed an inquiry-based learning class as an experimental workshop in an out-of-school student lab and compared it with the participants' regular biology class. The workshop consisted of introducing the students to the context, to the theoretical backgrounds of the applied methods, to lab safety and to the technical handling of lab equipment (theoretical part) and of hands-on activities (practical part). Students reported higher values of triggered SI and the feeling component of maintained SI in the workshop than in the regular class. In the value component of maintained SI, there were no differences. In part II of our study we transferred the contents of the workshops to a teaching unit for school (still consisting of practical parts and theoretical parts) and compared it with the experimental workshops. In the practical part, the students reported higher mean values in triggered SI and in the feeling component of maintained SI in the experimental workshops. There were no differences in the value component between the treatments and between the theoretical and practical parts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01