Tailoring the approach of chemistry practicals in order to motivate students: comparing effects of inquiry-based learning and direct instruction on autonomous motivation

Abstract

Autonomous motivation of students is associated with many advantages in terms of academic performance and student well-being. In the case of science subjects in secondary education, however, it is decreasing in Western Europe. Fostering autonomous motivation by supporting basic psychological needs of students is therefore a key challenge for science teachers. Laboratory practical sessions have shown potential in supporting the three basic psychological needs of competence, autonomy, and related