Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and TeachersReport as inadecuate




Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers - Download this document for free, or read online. Document in PDF available to download.

Research in Science Education

pp 1–30

First Online: 05 July 2017

Abstract

This study investigates the impact of participation in the CREativity in Science and Technology CREST programme on student self-regulated processes and related motivations. The CREST scheme, a student-run science project managed by the British Science Association, is currently being implemented in schools across the UK to increase student engagement and motivation in science. Through implementing a rigorous quasi-experimental research design using two intervention conditions and one control group with immediate as well as 3-month delayed post-test data, the results documented both the immediate and longer-term positive impact of CREST participation on students’ self-reported levels of self-regulation. The present study also investigates changes in teachers’ perceptions of students’ self-regulated learning through CREST programme participation. Group differences regarding changes in student self-reported self-regulation were not matched when looking at the teacher-reported self-regulated learning results at both immediate post-test and delayed post-test. These discrepancies are discussed in relation to analyses conducted on the other motivational constructs measured.

KeywordSelf-regulation Motivation Science Inquiry Teacher perceptions  Download fulltext PDF



Author: Julie Moote

Source: https://link.springer.com/



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