On the Effect of Inquiry-based Learning Activities on Students’ Attitudes Toward Science

This research investigates the change in high school students’ attitudes toward science following the implementation of inquiry-based learning activities in Physics. Conducted with a sample of 22 students from general high schools in Larissa region, Greece, the study explores how a series of inquiry-based learning influences students’ attitudes toward science. Using a Greek-adapted version of the Test of Science-Related Attitudes (TOSRA), attitudes were measured across five scales: Attitude to Scientific Inquiry, Adoption of Scientific Attitudes, Enjoyment of Science Lessons, Leisure Interest in Science, and Career Interest in Science. Data were collected Pre- and Post- the intervention.

Statistical analysis demonstrated significant improvements in Attitude to Scientific Inquiry, Adoption of Scientific Attitudes, and Enjoyment of Science Lessons, suggesting that inquiry-based activities positively impact these areas. However, no significant changes were found in Leisure Interest in Science and Career Interest in Science, indicating these attitudes might be less influenced by structured activities or were already high at the study’s onset measurement. Gender had no influence on students’ attitudes toward science. On the other hand, Grade influenced the research outcomes, with Grade 11 students demonstrating statistically significant higher mean values in Career Interest in Science scale demonstrating higher mean values than Grade 10 students.

The study highlights the effectiveness of inquiry-based learning in fostering positive attitudes towards science. Its findings underscore the importance of tailored educational approaches to nurturing students’ scientific curiosity and long-term engagement with science.

Keywords: Inquiry-Based Learning; Attitudes Toward Science; High School Students; Science Education; TOSRA (Test of Science-Related Attitudes)