Abstract
Background
Intrinsic motivation plays a unique mediating role in student academic performance. An inquiry-based learning (IBL) physics practical is studied in terms of effects on secondary school students’ intrinsic motivation towards performing science practicals.
Results
After performing IBL experiments on ionizing radiation, 38 secondary school physics students were interviewed and expressed their need for support in two main areas: the inquiry process and non-salient tasks, i.e., operating the equipment. The IBL experiments were revised accordingly, providing scaffolding through revised worksheets and videos on the use of the equipment. Subsequently, a quasi-experiment was carried out. One experimental group received both a revised worksheet and a video (N = 88), the other only received the worksheet (N = 67). Students performing the same practical on the basis of a step-by-step instruction sheet were used as a control group (N = 87). Five subscales of the intrinsic motivation inventory were used as a pre- and post-test for all three groups. Results show significant gains in the Interest/Enjoyment as well as Effort/Importance subscales favouring both IBL groups. With an instructional video, all five subscales show a significant increase as compared to the control group.
Conclusions
The results point to the advantages of using an IBL approach for practicals, provided appropriate scaffolding is used in terms of equipment operation and inquiry process.
Intrinsic motivation plays a unique mediating role in student academic performance. An inquiry-based learning (IBL) physics practical is studied in terms of effects on secondary school students’ intrinsic motivation towards performing science practicals.
Results
After performing IBL experiments on ionizing radiation, 38 secondary school physics students were interviewed and expressed their need for support in two main areas: the inquiry process and non-salient tasks, i.e., operating the equipment. The IBL experiments were revised accordingly, providing scaffolding through revised worksheets and videos on the use of the equipment. Subsequently, a quasi-experiment was carried out. One experimental group received both a revised worksheet and a video (N = 88), the other only received the worksheet (N = 67). Students performing the same practical on the basis of a step-by-step instruction sheet were used as a control group (N = 87). Five subscales of the intrinsic motivation inventory were used as a pre- and post-test for all three groups. Results show significant gains in the Interest/Enjoyment as well as Effort/Importance subscales favouring both IBL groups. With an instructional video, all five subscales show a significant increase as compared to the control group.
Conclusions
The results point to the advantages of using an IBL approach for practicals, provided appropriate scaffolding is used in terms of equipment operation and inquiry process.
| Original language | English |
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| Pages (from-to) | 339–358 |
| Number of pages | 20 |
| Journal | Research in Science Education |
| Volume | 54 |
| Issue number | 3 |
| Early online date | 8 Nov 2023 |
| DOIs | |
| Publication status | Published - 2024 |
Bibliographical note
Publisher Copyright:© 2023, The Author(s).
Funding
This research was funded by the science faculty of Utrecht University.
| Funders |
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| The work in this study was carried out by master students at Utrecht University under supervision of the lead author. All authors would like to thank the students whose data was not used directly in this study but who contributed in the research process, f |
Keywords
- Inquiry-based learning
- Intrinsic motivation
- Science education
- Secondary school practical
- Self-determination theory