How an inquiry-based classroom lesson intervenes in science efficacy, career-orientation and self-determination

ABSTRACT

Three subscales of the ‘Science Motivation Questionnaire II’ (SMQII; motivational components: career motivation, self-efficacy and self-determination), with 4 items each, were applied to a sample of 209 secondary school students to monitor the impact of a 3-hour structured inquiry lesson. Four testing points (before, immediately after, 6 and 12 weeks after) were applied. The modified SMQII was factor-analyzed at each testing cycle and the structure confirmed. Only self-determination was shown to be influenced by an inquiry course, while self-efficacy and career motivation did not. Only self-efficacy and career motivation were intercorrelated and also correlated with science subject grades and subsequent achievement. Implications for using the modified SMQII subscales for research and teaching in secondary school are discussed.

KEYWORDS:

• Inquiry-based teaching
• science motivation
• self-determination

Acknowledgements

We especially thank the participating teachers and students. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the European Commission.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Sarah Schmid is a PostDoc researcher on the field of Biology Didactics.

Franz X. Bogner is a senior researcher and professor in the field in Biology Didactics.

ORCID

S. Schmid http://orcid.org/0000-0002-2392-7234

Additional information

Funding

This study was funded by the European Commission (PATHWAY, FP7-Science-in-Society-2010-1, THEME SiS-2010-2-2.1-1; Seventh Framework Programme – 266624).