Using inquiry-based interventions to improve secondary students’ interest in science and technology
Journal Title: European Journal of Science and Mathematics Education - Year 2017, Vol 5, Issue 3
Abstract
Nine secondary school teachers participated in a five day training program where they developed inquiry-based pedagogical interventions for their science classes. Student interest and self-concept in school science and technology were measured before and after the interventions. Increases in interest and self-concept were compared with the results obtained from control groups. Results show a significant increase interest of moderate magnitude compared with the control condition, but no effect on self-concept. Our interpretation supports the use of inquiry based interventions for science classes but also presents some of the challenges faced when developing them.
Authors and Affiliations
Patrice Potvin, Abdelkrim Hasni, Ousmane Sy
Keywords
Related Articles
- EP ID EP8142
- DOI -
- Views 349
- Downloads 24
Animation model to conceptualize ATP generation: a mitochondrial oxidative phosphorylation
Adenosine triphosphate (ATP) is the molecular unit of intracellular energy and it is the product of oxidative phosphorylation of cellular respiration uses in cellular processes. The study explores the growth of the misc...
A time profile of mathematics in a ‘gap year’ in Irish secondary schools
The Irish education system is unique in an international context as it sets aside a full school year for a transition and youth development programme in the middle of secondary education. The Transition Year (TY) program...
Using a concept cartoon© method to address elementary school students’ ideas about natural phenomena
This study investigated the identification and subsequent development or modification of students´ ideas about scientific phenomena by teaching by concept cartoons© method. We found out ideas of students of the fourth gr...
The impact of guided student-generated questioning on chemistry achievement and self-efficacy of elementary preservice teachers
This study investigated the use of Guided Student-Generated Questioning (GSGQ) as a metacognitive instructional strategy to increase chemistry achievement and self-efficacy of elementary preservice teachers. The Chemistr...
Aspects of theories, frameworks and paradigms in mathematics education research
This article discusses major theoretical debates and paradigms from the last decades in general education and their specific influences in mathematics education contexts. Behaviourism, cognitive science, constructivism,...