Open AccessUsing a Self-Determination Theory Approach to Understand Student Perceptions of Inquiry-Based Learning
Author(s) -
Zhao Fang-fang,
Gillian Roehrig,
Lorelei E. Patrick,
Chantal LevesqueBristol,
Sehoya Cotner
Publication year - 2021
Publication title -
teaching and learning inquiry
Language(s) - English
Resource type - Journals
eISSN - 2167-4787
pISSN - 2167-4779
DOI - 10.20343/teachlearninqu.9.2.5
Subject(s) - perception , competence (human resources) , psychology , feeling , mathematics education , curriculum , perspective (graphical) , autonomy , set (abstract data type) , self determination theory , pedagogy , experiential learning , social psychology , computer science , artificial intelligence , neuroscience , political science , law , programming language
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.