Gender Differences when Assessing the Impact of Inquiry-Based Science Education

• Authors: Martina Kekule , Vojtěch Žák , Zuzana Ješková , Katarína Kimáková

Abstracts

EN

The study focuses on the implementation of inquiry-based science education (IBSE) within the 7FP ESTABLISH project and its impact on pupils. The project included the creation of education units and realization of courses for teachers with the goal of educating teachers on IBSE. This was then followed by the implementation of IBSE education units into the teaching schedule of teachers who completed the respective courses. The impact of IBSE on pupils was evaluated using adopted and adjusted evaluation tools. The evaluation focused on the impacts on pupils’ intrinsic motivation for learning natural sciences, understanding the importance of natural sciences for society and pupils’ epis- temological beliefs. The study discusses the results obtained in Slovakia and focuses especially on gender differences.

Keywords

EN

inquiry-based science education (IBSE); evaluation; questionnaire; ESTABLISH project

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2017
• Volume: 48
• Pages: 100-114

Dates

published

2017

Contributors

author

Martina Kekule

author

Vojtěch Žák

author

Zuzana Ješková

author

Katarína Kimáková

References

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• Zee, E.H. Inquiring into Inquiry Learning and Teaching in Science. New York: American Association for the Advancement of Science.
• Elby, A. et al. (2011, December 5) Epistemological Beliefs for Physical Science-EBAPS. Available from http://www2.physics.umd.edu/~elby/EBAPS/EBAPS_items.htm ESTABLISH project (2013, August 2). Available from http://www.establish-fp7.eu
• Gago, J.M. (2004). Europe needs more scientists. Report by the High Level Group on Increasing Human Resources for S&T in Europe. Brussels, Belgium: European Commission. IMI-Intrinsic Motivation Inventory (2013, August 2) Available from http://www.selfdeterminationtheory.org/questionnaires/10-questionnaires/50
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• Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, pg. 68-78. Available from http://www.selfdeterminationtheory.org/questionnaires/10-question-naires/50
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Identifiers

DOI

10.15804/tner.2017.48.2.08

Biblioteka Nauki

1998206