The impact of long-term inquiry-based science education on students' motivation and knowledge acquisition: the role of gender, subject, and level of inquiry

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F25%3A10504716" target="_blank" >RIV/00216208:11310/25:10504716 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1J-MV3IJDf" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1J-MV3IJDf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1057/s41599-025-04437-3" target="_blank" >10.1057/s41599-025-04437-3</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The impact of long-term inquiry-based science education on students' motivation and knowledge acquisition: the role of gender, subject, and level of inquiry

Popis výsledku v původním jazyce

The long-term effects of students&apos; perceptions of inquiry-based science education when the introductory phase (comprising confirmation and structured inquiry) is omitted and guided laboratory tasks are directly implemented have not yet been thoroughly investigated. This study aims to assess the long-term effects of inquiry-based science education (IBSE) on student motivation and knowledge acquisition, comparing it with traditional laboratory activities across selected STEM subjects. Initial findings reveal that introducing inquiry-based activities in Chemistry classes reduces student interest, increases pressure on female students, and reduces the overall effort students put into learning Chemistry. Conversely, in Biology, these activities appear to reduce pressure for all students. The data indicates that while student motivation is initially low, it improves with continued exposure to IBSE methods. Furthermore, the research demonstrates that IBSE enhances students&apos; skills and knowledge acquisition over time compared to traditional laboratory instruction. The effectiveness of IBSE varies significantly depending on the STEM subject and is influenced by student gender. Overall, IBSE shows a positive impact on long-term knowledge acquisition and motivation. These findings support previous recommendations, particularly for Chemistry, suggesting that IBSE should be introduced gradually, beginning at lower levels of inquiry.

Název v anglickém jazyce

The impact of long-term inquiry-based science education on students' motivation and knowledge acquisition: the role of gender, subject, and level of inquiry

Popis výsledku anglicky

The long-term effects of students&apos; perceptions of inquiry-based science education when the introductory phase (comprising confirmation and structured inquiry) is omitted and guided laboratory tasks are directly implemented have not yet been thoroughly investigated. This study aims to assess the long-term effects of inquiry-based science education (IBSE) on student motivation and knowledge acquisition, comparing it with traditional laboratory activities across selected STEM subjects. Initial findings reveal that introducing inquiry-based activities in Chemistry classes reduces student interest, increases pressure on female students, and reduces the overall effort students put into learning Chemistry. Conversely, in Biology, these activities appear to reduce pressure for all students. The data indicates that while student motivation is initially low, it improves with continued exposure to IBSE methods. Furthermore, the research demonstrates that IBSE enhances students&apos; skills and knowledge acquisition over time compared to traditional laboratory instruction. The effectiveness of IBSE varies significantly depending on the STEM subject and is influenced by student gender. Overall, IBSE shows a positive impact on long-term knowledge acquisition and motivation. These findings support previous recommendations, particularly for Chemistry, suggesting that IBSE should be introduced gradually, beginning at lower levels of inquiry.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Humanities &amp; Social Sciences Communications

ISSN

2662-9992

e-ISSN

2662-9992

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

12

Strana od-do

239

Kód UT WoS článku

001427685000002

EID výsledku v databázi Scopus

2-s2.0-85218705762