| Autor: |
Fangfang Zhao, Roehrig, Gillian, Patrick, Lorelei, Levesque-Bristol, Chantal, Cotner, Sehoya |
| Předmět: |
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| Zdroj: |
Teaching & Learning Inquiry; 2021, Vol. 9 Issue 2, p1-19, 19p |
| Abstrakt: |
Inquiry-based laboratory activities, as a part of science curricula, have been advocated to increase students' learning outcomes and improve students' learning experiences, but students sometimes struggle with open-inquiry activities. This study aims to investigate students' perceptions of inquiry-based learning in a set of laboratory activities, specifically from a psychological (i.e., Self-Determination Theory) perspective. Students' ratings of the level of inquiry in these activities indicate that students' perceptions of inquiry align with the instructorintended amount of inquiry in each exercise. Students' written responses, explaining their ratings, indicate that students' perceptions of the amount of inquiry in a given lab exercise relate to their feeling of freedom (or autonomy), competence, and relatedness (or support), during the inquiry-based learning activities. The results imply that instructors implementing inquiry-based learning activities should consider student motivation, and Self-Determination Theory can be a useful diagnostic tool during teaching development. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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