Abstract:

Inquiry-based learning has been proven by many studies to be effective in gaining domain-specific knowledge. However, in this study, we want to focus on measuring the effects of inquiry-based learning on the general scientific reasoning ability and on antiscientific attitudes. We used computer-based intervention consisting of a virtual laboratory and specific instructions and scaffolds, helping students to go throw all the phases of scientific discovery. The sample consisted of 194 high school students aged 15–19 years, divided into experimental (N=103) and control (N=91) group. Participants were assessed using the Scientific reasoning scale and Anti-science attitudes test. Participants in the experimental condition scored significantly lower in the Anti-science attitudes test than participants in the control condition. However, there was no significant difference between the experimental and control group in the scientific reasoning ability. The results indicate that inquiry-based learning has the potential to increase students´ attitudes toward science even in the absence of explicit teacher guidance.

Keywords:

Scientific reasoning, scientific discovery learning, inquiry-based learning, attitudes toward science