Abstract
The purpose of this study was to investigate 8th graders with different learning styles their motivation outcomes after implementing 10 weeks (40 hours) inquiry-based teaching. Two hundreds and fifty four 8th graders were involved in experimental group, this group of students experienced inquiry instruction. Two hundreds and thirty two 8th graders were involved in control group, they were taught by traditional science teaching. Students' motivation toward science learning questionnaire (SMTSL) (Tuan, Chin & Shieh, 2005) were implemented in both groups in the beginning and at the end of the study. Students in the experimental group filled out learning preference questionnaire (Lumsdaine & Lumsdaine, 1995) in the beginning of the study. Forty students which represent different learning styles were chosen from five experimental classes to conduct post-test interview. Paired t-test, MANOVA, analytic inductive methods were used for analyzing both qualitative and quantitative data. Findings indicated that after inquiry instruction students' motivation increased significantly (p<.001) than students who enrolled in traditional teaching. Four different learning styles of students increased significantly (p<.005) in SMTSL scales: self-efficacy, active learning strategies, science learning value, performance goal and achievement goal. No significant difference was found among four learning styles of students' motivation after inquiry teaching. Interview data supported that most of students with different learning styles were willing to participate in the inquiry learning activities, while they hold different reasons for their engagement. Findings confirm inquiry-based science teaching can motivate students with different learning styles in science learning.
Similar content being viewed by others
References
American Association for the Advancement of Science (AAAS) (1993). Benchmarks for science literacy. New York: Oxford University Press.
Bell, R.L., Blair, L.M., Crawford, B.A. & Lederman, N.G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and science inquiry. Journal of Research in Science Teaching, 40(5), 487–509.
Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M. & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3), 369–398.
Campbell, B., Kaunda, L., Allie, S., Buffler, A. & Lubben, F. (2000). The communication of lab investigations by university entrants. Journal of Research in Science Teaching, 37(8), 839–853.
Cano-Garcia, F. & Hewitt-Hughes, E. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4), 413–431.
Chalupa, M., Chen, C. & Charles, T. (2001). An analysis of college students' motivation and learning strategies in computer courses: A cognitive view. Delta Pi Epsilon, 43(4), 185–199.
Champagne, A. & Klopfer, L. (1977). A sixty-year perspective on three issues in science education: I. Whose ideas are dominant? II. Representation of women. III. Reflective thinking and problem solving. Science Education, 61, 431–452.
Claxton, O. & Murrell, P. (1987). Learning styles: Implications of improving educational practices. Clearinghouse on Higher Education (ASHE-ERIC Higher Education Report No. 4). Washington: The George Washington University.
Colburn, A. & Bianchini, J.A. (2000). Teaching the nature of science through inquiry to prospective elementary teacher: A tale of researchers. Journal of Research in Science teaching, 37(2), 177–209.
Collison, E. (2000). A survey of elementary students' learning style preferences and academic success. Contemporary Education, 71(4), 42–49.
Conwell, C.R., Helgeson, S.L. & Wachowiak, D.G. (1987). The effect of matching and mismatching cognitive styles and science instruction. Journal of Research in Science Teaching, 24(8), 713–722.
Curry, L. (1983). An organization of learning styles theory and constructs. Paper presented at the annual meeting of the American Educational Research Association. ERIC Document No. ED 235 185.
Douglass, C. (1979). Making biology easier to understand. American Biology Teacher, 41(5), 277–281, 298–299.
Dunn, R. (1980). Learning: A matter of style. Educational Leadership, 44, 18–23.
Dunn, R. (1984). Learning style: State of the science. Theory into Practice, 23(10), 20–25.
Dunn, R. & Giannitti, M.C. (1990). Grouping students for instruction: Effects of learning style on achievement and attitudes. Journal of Social Psychology, 130(4), 485–495.
Eilam, B. (2002). Strata of comprehending ecology: Looking through the prism of feeding relations. Science Education, 86(5), 645–671.
Ellis, J.D. & Backe, K.A. (1996). Using video to evoke reflection on science teaching. Interim report of NSF-supported project: Teacher development modules for elementary school science.
Ertepinar, H. & Geban, O. (1996). Effect of instruction supplied with the investigative-oriented laboratory approach on achievement in a science course. Educational Research, 38, 333–344.
Gabel, D., Samuel, K.V., Helgeson, S., McGuire, S., Novak, J. & Butzow, J. (1987). Science education research interests of elementary teachers. Journal of Research in Science Teaching, 24(7), 659–677.
Gibson, H. & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students' attitudes toward science. Science Education, 86, 693–705.
Grasha, A.F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. San Bernardino, CA: Alliance Publishers.
Guo, C.G. (1987). Evaluating studies in learning styles. Gifted Education Quarterly, 23, 7–16 (in Chinese).
Hassard, J. (1992). Minds on science: Middle and secondary school methods. New York: Harper Collins Publishers.
Hanrahan, M. (1998). The effect of learning environment factors on students' motivation and learning. International Journal of Science Education, 20(6), 737–753.
Hegarty-Hazel, E. (1986). Lab work SET: Research information for teachers, number one. Canberra: Australian Council for Education Research.
Herrmann, N. (1990). The creative brain (revised edition). Lake Lure, NC: Brain Books.
Holden, T.G. & York, L.D. (1996, April). Relationship among prior conceptual knowledge, metacognitive awareness, metacognitive self-management, cognitive style, perception-judgment styles, attitude toward school science, self-regulation, and science achievement in grades 6–7 students. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, MO.
Joo, Y.J., Bong, M. & Choi, H.J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 48(2), 5–17.
Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs: Prentice-Hall.
Kreke, K., Fields, A. & Towns, M.H. (1998, April). An action research project on student perspectives of cooperative learning in chemistry: Understanding the efficacy of small-group activities. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Diego, CA.
Kuerbis, P.J. (1985). Rationale for revision of science teacher education. In R.K. James (Ed.), Science, technology and society: Resources for science educators (pp. 35–45) (1985 AERS Yearbook). Columbus: SMEAC Information Reference Center, The Ohio State University.
Lee, O. (1989). Motivation to learn science in middle school classrooms. Unpublished dissertation, Michigan State University.
Lepper, M.R., Woolverton, M., Mumme, D.L. & Gurtner, J.-L. (1993). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In S.P. Lajoie & S.J. Derry (Eds.), Computers as cognitive tools (pp. 75–105). Hillsdale, NJ: Erlbaum.
Lumsdaine, E. & Lumsdaine, M. (1995). Creative problem solving – thinking skills for a changing world. New York: McGraw-Hill.
Melear, C.T. (1990, April). Cognitive process analysis of test questions in a computer-managed college biology course based on a learning style assessment with emphasis on analytic-spatial skill. Paper presented at the National Association for Research in Science Teaching, Atlanta, GA.
Ministry of Education (MOE) (2000). Curriculum standards for nine-year curriculum: Science and living technology field. Taipei: Ministry of Education.
Moje, E.B., Collazo, T., Carrillo, R. & Marx, R.W. (2001). “Maestro, what is ‘quality’?”: Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38(4), 469–498.
Nakayama, G. (1988, April). A study of the relationship between cognitive styles and integrated science process skills. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Lake of the Ozarks, MO.
National Research Council (NRC) (1996). National science education standards. Washington, DC: National Academy Press.
Pappas, M.J. (2000). Managing the inquiry learning environment. School Library Media Activities Monthly, 16(7), 27–30.
Pintrich, P.R. & Schunk, D.H. (1996). Motivation in education, 2nd edn. Upper Saddle River, NJ: Pearson Education.
Polman, J.L. (2000). Designing project-based science. New York: Teachers College Press.
Riding, R.J. & Rayner, S.G. (1998). Cognitive styles and learning strategies – understanding style differences in learning and behaviors. London: David Fulton Publishers.
Sandoval, W.A. (2003). Conceptual and epistemic aspects of students' scientific explanations. The Journal of Learning Science, 12(1), 5–51.
Saunders, W.L. & Shepardson, D. (1987). A comparison of concrete and formal science instruction upon science achievement and reasoning ability of sixth grade students. Journal of Research in Science Teaching, 24, 39–51.
Schoon, K.J. & Boone, W.J. (1998). Self-efficacy and alternative concepts of science of preservice elementary teachers. Science Education, 82(5), 553–568.
Shaw, G. & Marlow, N. (1999). The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning. Computers and Education, 33, 223–234.
Shimoda, T.A., White, B.Y. & Frederiksen, J.R. (2002). Students goal orientation in learning inquiry skills with modifiable software advisors. International Science Education Journal, 88, 244–263.
Staer, H., Goodrum, D. & Hacking, M. (1998). High school laboratory work in Western Australia: Openness to inquiry. Research in Science Education, 28(2), 219–228.
Stoddart, T., Pinal, A., Latzke, M. & Canaday, D. (2002). Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching, 39(8), 664–687.
Synder, R.F. (2000). The relationship between learning styles/multiple intelligences and academic achievement of high school students. High School Journal, 83(2), 11–21.
Ryder, J., Leach, J. & Driver, R. (1999). Undergraduate science students' images of science. Journal of Research in Science teaching, 36(2), 201–219.
Tomkins, S.P. & Tunnicliffe, S.D. (2001). Looking for ideas: Observation, interpretation and hypothesis-making by 12 year-old pupils understanding science investigations. International Journal of Science Education, 23(8), 791–813.
Tuan, H.L. & Chin, C.C. (2000). Promoting junior high school students' motivation toward physical science learning (III). Report for National Research Council (NSC 89-2511-S018-030).
Tuan, H.L., Chin, C.C. & Shieh, S.H. (2005). The development of a questionnaire for assessing students' motivation toward science learning. International Journal of Science Education, 27, 639–654.
Uzuntiryaki, E., Bilgin, I. & Geban, O. (2003, March). The effect of learning styles on high school students' achievement and attitudes in chemistry. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Watson, R., Prieto, T. & Dillon, J.S. (1995). The effect of practical work on students' understanding of combustion. Journal of Research in Science Teaching, 32(5), 487–502.
Welch, W.W., Klopfer, L.E., Aikenhead, G.S. & Robinson, J.T. (1981). The role of inquiry in science education: Analysis and recommendations. Science Education, 65(1), 33–50.
Weiner, B. (1990). History of motivation research in education. Journal of Education Psychology, 82(4), 616–622.
Yerrick, R.K. (2000). Lower track students' argumentation and open inquiry instruction. Journal of Research in Science Teaching, 37(8), 807–838.
Yerrick, R.K., Doster, E., Nugent, J., Parke, H. & Crawley, F.E. (2003). Social interaction and the use of analogy: An analysis of preservice teachers' talk during physics inquiry lessons. Journal of Research in Science Teaching, 40(5), 443–463.
Zoller, U. (1991). Teaching/learning styles, performance, and students' teaching evaluation in S/T/E/S-focused science teacher education: A quasi-quantitative probe of a case study. Journal of Research in Science Teaching, 28(7), 593–607.
Author information
Authors and Affiliations
Corresponding author
Additional information
An erratum to this article is available at http://dx.doi.org/10.1007/s10763-007-9078-7.
Rights and permissions
About this article
Cite this article
Tuan, HL., Chin, CC., Tsai, CC. et al. Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students. Int J Sci Math Educ 3, 541–566 (2005). https://doi.org/10.1007/s10763-004-6827-8
Issue Date:
DOI: https://doi.org/10.1007/s10763-004-6827-8