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Impact of Inquiry Based Learning on Students' Motivation, Engagement and Attitude in Science.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Impact of Inquiry Based Learning on Students' Motivation, Engagement and Attitude in Science./
Author:	Frezell, Dan.
Description:	1 online resource (85 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-04.
Contained By:	Masters Abstracts International57-04(E).
Subject:	Science education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355603651

Impact of Inquiry Based Learning on Students' Motivation, Engagement and Attitude in Science.
Frezell, Dan.

Impact of Inquiry Based Learning on Students' Motivation, Engagement and Attitude in Science. - 1 online resource (85 pages)

Source: Masters Abstracts International, Volume: 57-04.

Thesis (M.Ed.)--University of Windsor (Canada), 2018.

Includes bibliographical references

This mixed-methods survey and open response design study explored the impact that Inquiry Based Learning (IBL) had on students' attitudes towards science. Students completed the Scientific Attitude Inventory II (SAI II) both at the beginning of the study and after the study. Furthermore, students were asked to respond to open-ended journal questions. The participants included 49 grade 7 students (22 males and 27 females) in Southwestern Ontario who responded to both survey entries and journal response. The teacher implemented an IBL teaching style in science class. The quantitative findings showed a significant trend where students did not agree with statements regarding the importance of society understanding and learning about current scientific efforts. Other quantitative survey findings that were approaching statistical significance involved students being less likely to believe that science had all the answers and that students were less likely to believe that science's main purpose is to develop theories. This may be in part due to the lack of social constructs in the population sampled. Qualitative data gathered through open-ended questions included students finding the hands-on nature of IBL to be very enjoyable; while other students found the lack of structure of the IBL method to be distressing. This brings to attention the need to further understand the inquiry method and how it can benefit learners but also how it may be ineffective with certain learners or in certain circumstances.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355603651Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Impact of Inquiry Based Learning on Students' Motivation, Engagement and Attitude in Science.
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245 1 0 $a Impact of Inquiry Based Learning on Students' Motivation, Engagement and Attitude in Science.
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500 $a Source: Masters Abstracts International, Volume: 57-04.
500 $a Adviser: Geraldine Salinitri.
502 $a Thesis (M.Ed.)--University of Windsor (Canada), 2018.
504 $a Includes bibliographical references
520 $a This mixed-methods survey and open response design study explored the impact that Inquiry Based Learning (IBL) had on students' attitudes towards science. Students completed the Scientific Attitude Inventory II (SAI II) both at the beginning of the study and after the study. Furthermore, students were asked to respond to open-ended journal questions. The participants included 49 grade 7 students (22 males and 27 females) in Southwestern Ontario who responded to both survey entries and journal response. The teacher implemented an IBL teaching style in science class. The quantitative findings showed a significant trend where students did not agree with statements regarding the importance of society understanding and learning about current scientific efforts. Other quantitative survey findings that were approaching statistical significance involved students being less likely to believe that science had all the answers and that students were less likely to believe that science's main purpose is to develop theories. This may be in part due to the lack of social constructs in the population sampled. Qualitative data gathered through open-ended questions included students finding the hands-on nature of IBL to be very enjoyable; while other students found the lack of structure of the IBL method to be distressing. This brings to attention the need to further understand the inquiry method and how it can benefit learners but also how it may be ineffective with certain learners or in certain circumstances.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Science education. $3 1151737
655 7 $a Electronic books. $2 local $3 554714
690 $a 0714
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710 2 $a University of Windsor (Canada). $b EDUCATION (M.Ed.). $3 1148464
773 0 $t Masters Abstracts International $g 57-04(E).
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