dc.contributor.author | Zhao, Fangfang | |
dc.contributor.author | Roehrig, Gillian | |
dc.contributor.author | Patrick, Lorelei | |
dc.contributor.author | Levesque-Bristol, Chantal | |
dc.contributor.author | Cotner, Sehoya Harris | |
dc.date.accessioned | 2022-04-07T08:30:02Z | |
dc.date.available | 2022-04-07T08:30:02Z | |
dc.date.created | 2021-10-13T15:06:32Z | |
dc.date.issued | 2021 | |
dc.identifier.issn | 2167-4779 | |
dc.identifier.uri | https://hdl.handle.net/11250/2990411 | |
dc.description.abstract | 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 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.iso | eng | en_US |
dc.rights | Navngivelse-Ikkekommersiell 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/deed.no | * |
dc.title | Using a self-determination theory approach to understand student perceptions of inquiry-based learning | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | Copyright 2021 The Author(s) | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | 10.20343/TEACHLEARNINQU.9.2.5 | |
dc.identifier.cristin | 1945644 | |
dc.source.journal | Teaching and Learning Inquiry | en_US |
dc.identifier.citation | Teaching and Learning Inquiry. 2021, 9 (2). | en_US |
dc.source.volume | 9 | en_US |
dc.source.issue | 2 | en_US |