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Many countries are facing a decline in motivation for science resulting in reduced numbers of young people choosing to pursue the study science of and a career in science. This is a matter of considerable social concern and debate in light of the increasing recognition of the importance and economic utility of scientific knowledge in an industrialized society. In that respect, research, as well as national standards support technology-enhanced learning in science as a possible answer to this problem, however, to date research focusing on the effects on learner motivation is lacking. In this respect, this study dealt with the implementation of a web-based collaborative inquiry project in secondary science education and unravelled if it contributed to the aim of fostering students’ motivation to learn science. An empirical study in 13 secondary science classes was conducted, involving 220 students. Students’ motivation for science learning was studied by means of The Academic Self-Regulation Scale (Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009) based the Self-Determination Theory (SDT) (Deci & Ryan, 2000). The SDT framework maintain that autonomous motivation can be fostered within an environment that facilitates the satisfaction of three basic needs: 1) students’ need for autonomy, 2) competence, and 3) relatedness. In this respect, is was hypothesized that web-based collaborative inquiry in science classrooms can be considered as a need-supportive environment which in turn can foster good quality motivation for science learning (i.e. high autonomous motivation, low controlled motivation). Based on the results of this study, the hypothesis of an overall increased autonomous motivation for science learning as a result of being exposed to web- based inquiry during secondary science education need to be rejected. On the other hand an overall increase of controlled motivation is found, but this doesn’t result in more qualitative motivation profiles. We need to conclude that higher learner motivation cannot taken for granted because of technology-enhanced learning in science. Further research is needed to gain insight to what extent students perceive web-based inquiry learning as need-supportive and how we can improve the teaching and learning environment to satisfy their basic needs and improve good quality motivation for science learning

The Impact of Web-based Inquiry in Secondary Science Education on Students’ Motivation for Science Learning