Is motivation and engagement increased for teachers as students conduct project-based science inquiry?

Abstract

This study investigated the outcome of graduate students as they progressed through self-selected inquiry projects. Data was collected on prior knowledge and understanding of inquiry as well as comfort levels in choosing their own topics. The results showed that student motivation and engagement increased as project autonomy increased. Findings also revealed that metacognition increased when students were allowed greater control over project outcomes leading to conceptual changes in understanding.