Using a Self-Determination Theory Approach to Understand Student Perceptions of Inquiry-Based Learning

Fangfang Zhao,Sehoya Cotner,Levesque-Bristol Chantal,Lorelei Patrick,Gillian Roehrig

doi:10.20343/teachlearninqu.9.2.5

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.

Highlights

According to Kolb’s (Kolb and Kolb 2005) model of experiential learning, students learn best through a cycle that involves experience, reflective observation, abstract conceptualization, and active experimentation
In this work, we focused on how non–major students perceive and describe inquiry in an undergraduate biology lab course with 13 weeks of different lab activities
We were especially interested in student perceptions of inquiry from a motivational standpoint and used Self-Determination Theory as our framework for understanding students’ statements about inquiry

Summary

Introduction

According to Kolb’s (Kolb and Kolb 2005) model of experiential learning, students learn best through a cycle that involves experience, reflective observation, abstract conceptualization, and active experimentation. By learning science in the way scientists do science, students can develop their interests, as well as acquire knowledge and skills (NRC 1996; Riga et al 2017). Roehrig, Patrick, Levesque-Bristol, Cotner students can struggle with inquiry-based learning (Berg et al 2003), and not all instructors are well prepared to teach inquiry-based activities (Kurdziel et al 2003). The results can inform the efforts of the science teacher as well as inspire instructors in other disciplines, seeking to maximize the benefits, while minimizing the problems students may encounter during their experiences with inquiry

Objectives

Results

Conclusion