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dc.contributor.authorZhao, Fangfang
dc.contributor.authorRoehrig, Gillian
dc.contributor.authorPatrick, Lorelei
dc.contributor.authorLevesque-Bristol, Chantal
dc.contributor.authorCotner, Sehoya Harris
dc.date.accessioned2022-04-07T08:30:02Z
dc.date.available2022-04-07T08:30:02Z
dc.date.created2021-10-13T15:06:32Z
dc.date.issued2021
dc.identifier.issn2167-4779
dc.identifier.urihttps://hdl.handle.net/11250/2990411
dc.description.abstractInquiry-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 instructor-intended 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.en_US
dc.language.isoengen_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.no*
dc.titleUsing a self-determination theory approach to understand student perceptions of inquiry-based learningen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doi10.20343/TEACHLEARNINQU.9.2.5
dc.identifier.cristin1945644
dc.source.journalTeaching and Learning Inquiryen_US
dc.identifier.citationTeaching and Learning Inquiry. 2021, 9 (2).en_US
dc.source.volume9en_US
dc.source.issue2en_US


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Navngivelse-Ikkekommersiell 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell 4.0 Internasjonal