The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom
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Date
2011
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Montana State University - Bozeman, Graduate School
Abstract
A variety of inquiry based lessons and non inquiry based lessons were used to motivate and increase academic success with a freshman biology honors students. Student self surveys, biology journals, and lab skills were indicators of motivation. Scores on standardized tests and other assessments were used to monitor students' academic success. Trends indicated an increase in student motivation to do science while testing scores were varied.