Literaturnachweis - Detailanzeige
| Autor/inn/en | Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling |
|---|---|
| Titel | Inquiry Learning in the Singaporean Context: Factors Affecting Student Interest in School Science |
| Quelle | In: International Journal of Science Education, 36 (2014) 15, S.2596-2618 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| DOI | 10.1080/09500693.2014.908327 |
| Schlagwörter | Inquiry; Student Interests; Science Interests; Performance Factors; Class Activities; Questionnaires; Grade 4; Focus Groups; Followup Studies; Self Efficacy; Recreational Activities; Gender Differences; Hands on Science; Student Centered Curriculum; Best Practices; Scientific Attitudes; Student Attitudes; Peer Groups; Group Discussion; Foreign Countries; Mixed Methods Research; Semi Structured Interviews; Singapore |
| Abstract | Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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