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
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