Using inquiry-based interventions to improve secondary students’ interest in science and technology

Patrice Potvin 1 * , Abdelkrim Hasni 2, Ousmane Sy 1
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1 Département de didactique, Université du Québec à Montréal, Montréal, Canada
2 Facultéd’éducation, Université de Sherbrooke, Sherbrooke, Canada
* Corresponding Author
EUR J SCI MATH ED, Volume 5, Issue 3, pp. 262-270. https://doi.org/10.30935/scimath/9510
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ABSTRACT

Nine secondary school teachers participated in a five day training program where they developed inquiry-based pedagogical interventions for their science classes. Student interest and self-concept in school science and technology were measured before and after the interventions. Increases in interest and self-concept were compared with the results obtained from control groups. Results show a significant increase interest of moderate magnitude compared with the control condition, but no effect on self-concept. Our interpretation supports the use of inquiry based interventions for science classes but also presents some of the challenges faced when developing them.
Keywords: inquiry-based, interest, teacher training

CITATION

Potvin, P., Hasni, A., & Sy, O. (2017). Using inquiry-based interventions to improve secondary students’ interest in science and technology. European Journal of Science and Mathematics Education, 5(3), 262-270. https://doi.org/10.30935/scimath/9510

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