The effect of inquiry-based teaching on students’ attitudes toward science as an academic subject as well as science and technology in general

Abstract

Introduction:

The research aim was to identify the impact of IBSE in teaching science subjects (biology, physics, and chemistry) on students’ attitudes to these subjects, as well as science and technology in general.

Methods:

The systematic literature review, conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, involved an analysis of systematic reviews and empirical studies published between 2015 and 2025. The qualitative meta-analysis focused on the implementation of IBSE in STEM education, examining its effectiveness and impact on students’ attitudes toward science subjects, the perceived difficulty and usefulness of these subjects, trust in science, the perceived societal contribution of science and technology, and students’ career ambitions in this field. The empirical part of this study presents research conducted with first-year students from five Slovak grammar schools over a 3-month period (November to January) during the 2022/2023 school year. A one-group pre-test–post-test design was used. The research sample consisted of 151 students. The intervention comprised 24 lessons and included 12 inquiry-based activities designed according to the 5E model (Engage, Explore, Explain, Elaborate, Evaluate). These activities were implemented in teaching three science subjects—physics, chemistry, and biology. A scale questionnaire developed within the ESTABLISH project was used to assess students’ attitudes toward science subjects, as well as science and technology, before and after the intervention.

Results:

After completing the inquiry-based activities, students’ attitudes toward science subjects increased significantly across all five subscales. They reported stronger emotional engagement with science subjects (Subscale A; strong effect) and perceived them as less difficult and more useful (Subscale B; strong effect). With regard to science and technology, students expressed greater appreciation of their societal relevance (Subscale C; strong effect), demonstrated increased trust and fewer critical reservations toward scientific knowledge and processes (Subscale D; medium effect), and showed stronger professional aspirations within the field of science and technology (Subscale E; medium to strong effect).

Discussion:

To enhance students’ understanding of the importance of science and technology, additional tasks focusing on STEM and global challenges such as digitalization, climate change, and artificial intelligence should be incorporated into inquiry-based activities.

1 Introduction

In Slovakia, as well as across Europe, there has been a long-term shortage of qualified experts in the area of technology and the related services (European Commission, 2024; European Labour Authority, 2024; Pavelka and Majherová, 2019). Therefore, many international locations help science, technology, and technical training. Although many actions are being carried out in this space and investments are substantial, empirical proof of their optimistic impression continues to be restricted (Bernard et al., 2019; Harlen, 2021; Pavelka and Majherová, 2019).

Students’ curiosity in learning science and technology is influenced by their attitudes toward science and technology (Archer et al., 2020; Fitzgerald et al., 2024; Potvin and Hasni, 2014; Tai et al., 2022). These attitudes are influenced by varied components, such as age, gender, teaching strategies, and mother and father’ or friends’ attitudes (Archer et al., 2020; Koyunlu Unlu and Dokme, 2022; Meulenbroeks et al., 2024).

Research performed in Slovakia has proven that low curiosity in science and technical training is influenced by teaching strategies, mother and father, and social networks (Bellová et al., 2021; Pavelka and Majherová, 2019). In addition to low curiosity in technical careers, the Slovak training system has proven persistently low ranges of scientific literacy (Lieskovský and Sunyı́k, 2022). Aditomo and Klieme (2020) level out that college students’ attitudes toward science topics could considerably affect their understanding of science and studying outcomes. This relationship between affective and cognitive studying outcomes has additionally been confirmed by more moderen research (Arifin et al., 2025; Meulenbroeks et al., 2024).

Inquiry-Based Science Education (IBSE) is grounded in questioning, exploring phenomena, experimenting, and drawing conclusions, and is regarded as one of the simplest pedagogical approaches for supporting STEM training (Lai, 2018). STEM (Science, Technology, Engineering, and Mathematics) represents an built-in strategy to studying that connects scientific, technical, engineering, and mathematical disciplines with the purpose of creating vital considering, creativity, technical abilities, and the flexibility to unravel complicated issues (Kelley and Knowles, 2016). This strategy prepares college students to handle the challenges and make use of the alternatives of immediately’s world, in which science and technology play a key function.

IBSE helps the mixing of science topics with technology, engineering, and arithmetic, thereby creating college students’ capability to use their information in real-life contexts. It additionally helps college students perceive the societal penalties of scientific and technological progress. Empirical research additionally point out that the systematic integration of STEM and IBSE contributes to greater motivation and sustained curiosity in science and technology careers, as well as bettering college students’ attitudes toward science (Attard et al., 2021; Ribeirinha et al., 2024; van Wyk et al., 2025; Teplá and Distler, 2025).

An IBSE-based academic atmosphere demonstrably will increase college students’ motivation and engagement by offering better autonomy, duty for studying, and alternatives to discover scientific questions by sensible actions (Meulenbroeks et al., 2024; Varoglu et al., 2023).

However, regardless of appreciable help for IBSE, many international locations nonetheless lack convincing proof of its optimistic impression on shaping grammar college college students’ attitudes toward science and technology (Harlen, 2021; Sjøberg, 2019; Strat et al., 2023). Therefore, this examine goals to establish the impression of IBSE on grammar college college students’ attitudes toward science topics as well as science and technology in general.

This examine had a two-phase design. The first part of the analysis consisted of a scientific assessment and a qualitative meta-analysis of each worldwide and Slovak research printed between 2015 and 2025, focusing on the implementation and analysis of the effectiveness of IBSE in teaching, its integration with STEM training, and the impression of IBSE on the affective dimensions of studying. The second part consisted of empirical analysis performed in Slovak grammar faculties, focusing on the implementation of IBSE in the teaching of science topics (chemistry, physics, and biology) and on evaluating its impression on college students’ attitudes toward science topics, science, and technology.

For the efficient implementation of IBSE inside STEM training, a number of components are essential—satisfactory trainer preparation, high-quality didactic design of actions, integration of technology, and an evaluation system that helps the event of greater cognitive and metacognitive abilities (Aguilera and Perales-Palacios, 2020).

2 Materials and methods

2.1 Systematic review

2.1.1 Search strategy

In the first phase of the research, a systematic review of the scientific literature was carried out. The search for relevant sources was conducted according to the PRISMA methodology (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), which provides a structured framework for the systematic collection, selection, and synthesis of scientific studies (Page et al., 2021). For this goal, 4 databases had been used—Web of Science, Scopus, Google Scholar, and the nationwide academic database CREPC (Central Register of Publication Activity). These databases had been chosen for his or her intensive protection of systematic evaluations, meta-analyses, and empirical research on IBSE, together with inside STEM training. The choice targeted primarily on research inspecting the impression of IBSE on the affective dimensions of studying.

2.1.2 Inclusion and exclusion criteria

The systematic review included the existing systematic reviews, meta-analyses, and empirical studies that met the following criteria:

• focused on the implementation or effectiveness of IBSE in teaching, including within STEM education;

• focused on the affective dimensions of learning such as students’ attitudes toward science subjects, the perceived difficulty and usefulness of these subjects, trust in science, the perceived societal contribution of science and technology, and students’ career ambitions in this field;

• contained empirical data or analytical findings based on evidence;

• published in peer-reviewed scientific journals.

The following works were excluded from the systematic review:

• concerned exclusively with university education;

• did not contain empirical data or did not provide information on the methodology of IBSE implementation (e.g., the inquiry learning model used, teaching strategies, and the method of evaluating its effectiveness);

• or were published outside the defined time frame (2015–2025).

All identified records were organized into a tabular overview for screening and analysis, with duplicate records subsequently removed manually.

2.1.3 Search terms

During the search process, keywords relevant to the research topic were used. These keywords and their combinations used included:

• (“Inquiry-Based Science Education” AND STEM)

• OR (“Inquiry-Based Learning” AND STEM)

• OR (“Impact of Inquiry-Based Learning” AND “Student Attitudes”)

• OR (“Affective Learning Outcomes” AND (“Science” OR “Technology”))

• OR (“Effectiveness” AND “Inquiry-Based Instruction”)

• OR (“Attitudes toward Science” OR “Attitudes toward Science Subjects”)

• OR (“Career Aspirations” OR “Career Ambitions” AND (“STEM” OR “Science and Technology”))

In addition, synonymous expressions such as “student engagement in science” and “science motivation” were used to ensure comprehensive coverage of relevant systematic reviews and empirical studies.

2.1.4 Data synthesis and PRISMA flow summary

The analysis was conducted in the form of a systematic review with a qualitative meta-analysis, which enabled the synthesis of findings from multiple independent studies and the identification of common trends, success factors, and patterns of IBSE implementation within STEM education, as well as its impact on affective learning outcomes.

The PRISMA flow summary (Table 1) illustrates the person levels of the process—identification, screening, evaluation of eligibility, and the ultimate choice of research included in the evaluation. The abstract supplies the quantity of information recognized in every database, the quantity of works excluded after the removing of duplicates, and the quantity of research that met the desired inclusion standards.

2.1.5 Results of the systematic review and meta-analysis

The results of the systematic review are presented in Table 2. Table 2 summarizes the outcomes of the content material evaluation of scientific research, which had been divided into 5 thematic classes in keeping with the key phrases used in the search.

The results of the analysis indicate that inquiry-based science education (IBSE) has a demonstrably positive impact on the affective dimensions of learning. Several empirical and meta-analytical studies confirm that IBSE fosters positive student attitudes toward science subjects, increases their intrinsic motivation and interest in scientific and technical topics, as well as their trust in science and perception of its social significance (Aguilera and Perales-Palacios, 2020; Bezen and Bayrak, 2020; Manishimwe et al., 2022; Meulenbroeks et al., 2024). Several research additionally level out that the systematic integration of IBSE inside STEM training contributes to the event of college students’ scientific id, strengthens their confidence in scientific work, and shapes skilled aspirations in the fields of science and technology (Fitzgerald et al., 2024; Jiang et al., 2024; Ozkul and Ozden, 2020).

Other studies confirm that the effectiveness of IBSE is strongly conditioned by the level of teacher guidance and support (scaffolding). Guided forms of inquiry-based teaching lead to greater cognitive and affective benefits compared to completely open inquiry without teacher support (Aditomo and Klieme, 2020; Kang and Keinonen, 2017; Lazonder and Harmsen, 2016; Savelsbergh et al., 2016; Teplá and Distler, 2025).

2.2 Empirical research

2.2.1 Research aim, questions, and hypotheses

The research goal was to identify the impact of IBSE in teaching science subjects (chemistry, physics, and biology) on students’ attitudes to these subjects, as well as science and technology in general.

Based on this goal, the following research questions were formulated:

• RQ1: Do students’ relationships with science subjects improve after being taught using inquiry-based activities?

• H₀₁: There is no statistically significant difference in students’ affective relationships with science subjects before and after being taught through inquiry-based activities.

• H₁₁: There is a statistically significant difference in students’ affective relationships with science subjects before and after being taught through inquiry-based activities.

• RQ2: Do students’ perceptions of the difficulty and usefulness of science subjects change after being taught using inquiry-based activities?

• H₀₂: There is no statistically significant difference in students’ perception of the difficulty and usefulness of science subjects before and after being taught using inquiry-based activities.

• H₁₂: There is a statistically significant difference in students’ perception of the difficulty and usefulness of science subjects before and after being taught using inquiry-based activities.

• RQ3: Does students’ recognition of the societal importance of science and technology change after being taught using inquiry-based activities?

• H₀₃: There is no statistically significant difference in students’ recognition of the societal importance of science and technology before and after being taught using inquiry-based activities.

• H₁₃: There is a statistically significant difference in students’ recognition of the societal importance of science and technology before and after being taught using inquiry-based activities.

• RQ4: Does inquiry-based teaching affect students’ trust in science, and does it reduce their critical attitudes toward it?

• H₀₄: There is no statistically significant difference in students’ trust in science and their critical attitudes toward it before and after being taught using inquiry-based activities.

• H₁₄: There is a statistically significant difference in students’ trust in science and their critical attitudes toward it before and after being taught using inquiry-based activities.

• RQ5: Does students’ interest in a future career in science and technology increase as a result of being taught using inquiry-based activities?

• H₀₅: There is no statistically significant difference in students’ interest in a future career in science and technology before and after being taught using inquiry-based activities.

• H₁₅: There is a statistically significant difference in students’ interest in a future career in science and technology before and after being taught using inquiry-based activities.

2.2.2 Research design

A quasi-experimental, one-group pre-test—post test research design (Cohen et al., 2007) was used in this analysis. The one-group pre-test—post-test analysis design is generally carried out by social scientists, for instance, to judge the effectiveness of academic packages or curricula (Cranmer, 2017; Fraenkel et al., 2011). This design is often used inside STEM disciplines (i.e., science, technology, engineering, and arithmetic) (Cranmer, 2017).

Given that the experimental group consisted of five different forms, the Kruskal–Wallis test was used in the pre-test to verify their comparability before the intervention. The resulting values (p>0.05) confirmed that no statistically vital variations had been noticed between the types, which confirms their baseline comparability.

At the beginning of the research, students were administered a pre-test, i.e., questionnaire aimed at identifying their attitudes toward science subjects as well as science and technology. Subsequently, within the designated time period, the experimental intervention took place—students participated in instruction involving inquiry-based activities. After instruction, students were administered a post-test identical to the pre-test.

The research design can be seen in Figure 1.

Within the research, independent and dependent variables were identified. The independent variable was the implementation of inquiry-based science education (IBSE). The dependent variables were students’ attitudes toward science subjects and their attitudes toward science and technology, measured using a scale questionnaire before (pre-test) and after the intervention (post-test).

2.2.3 Participants

The characteristics of the participating schools, teachers, and student groups are summarized in Table 3.

Deliberate sampling was used to select the research sample. Five Slovak grammar schools participated in the research conducted during the first term of the 2022/2023 school year (November 2022–January 2023).

The selection of schools and teachers was deliberate and followed the following criteria. Firstly, schools inclined toward innovation, whose management promoted active learning, were selected.

Secondly, schools whose teachers actively participated in the IT Academy – Education for the 21st Century project (http://itakademia.sk/) and expressed their curiosity in implementing IBSE into their teaching had been chosen. In phrases of this challenge, the academics had an alternative to get acquainted with a spread of inquiry actions. Based on these standards, 10 academics of science topics (chemistry, physics, biology) had been chosen for the analysis: all ladies with greater than 10-year of teaching observe.

Group equivalence was ensured through the application of identical selection criteria. Students at the selected schools had no prior experience with IBSE, thereby eliminating any potential influence of previous exposure on the outcomes.

The participating schools were located in three different cities in the eastern region of Slovakia: Prešov, Košice, and Spišská Nová Ves. The teaching conditions were comparable across all schools. Teaching conditions were comparable across all schools, including uniform access to materials and technological equipment (technical devices, laboratory tools, and teaching resources), consistent class sizes (30–31 students), and a standardized organization of science instruction (biology, chemistry, and physics). In accordance with the State Educational Program, the time allocation for each of these subjects in the first year of grammar school is three lessons per week. Additionally, every other week, classes were split for laboratory exercises.

Each school allowed one 1st year class to participate in the research. The research sample consisted of 151 students in total. 74 (49%) participants were male and 77 (51%) female. The students were aged 15–16.

The students who participated in this research benefited from favorable learning conditions. Most of their parents had attained secondary or tertiary education, providing a stable socioeconomic background and supportive environment for academic achievement. Over the long term, students at these grammar schools demonstrated strong academic performance, with approximately 98% successfully passing the school-leaving examination and around 90% continuing to university studies.

These factors were evenly distributed across all experimental classrooms, ensuring that the research sample was balanced and comparable.

2.2.4 Preparation of inquiry activities

Inquiry-based activities for science (chemistry, physics, and biology) were developed as part of the IT Academy – Education for the 21st Century national project (http://itakademia.sk/) in line with the state academic program for grammar faculties (NIE, 2014). This challenge was constructed upon the information and actions of the ESTABLISH (European Science and Technology in Action: Building Links with Industry, Schools and Home, www.establish-fp7.eu) challenge. The inquiry-based actions had been designed by academics of chemistry, physics, and biology didactics on the Faculty of Science, Pavol Jozef Šafárik University in Košice. In Slovakia, these actions can be found in Inquiry-Based Activities in Science Education – Chemistry, Physics, Biology (Ganajová and Kristofová, 2016; Kimaková, 2016; Kireš and Ješková, 2016), and Collections of Innovative Chemistry, Physics, and Biology Methods for Secondary Schools (Ganajová et al., 2021; Ješková et al., 2021; Mišianiková et al., 2021).

In terms of the presented research, 12 inquiry-based activities were implemented in teaching science subjects (chemistry, physics, and biology) (Table 4). These inquiry-based actions had been in line with the state academic program for the primary yr of grammar faculties (NIE, 2014); they had been carried out throughout a 3-month interval (November 2022– January 2023). The actions had been created in keeping with the 5E Educational Model (Bybee, 2015, 2019) and targeted on varied ranges of inquiry in keeping with the hierarchy designed in the Establish challenge (ESTABLISH, 2011).

The 5E Educational model represents a five-phase learning cycle in which students first activate their prior knowledge and curiosity (Engage), then investigate and experiment (Explore), formulate and justify their explanations and conclusions (Explain), apply the newly acquired knowledge in various contexts (Elaborate), and finally reflect on and evaluate both the process and the outcomes of their learning (Evaluate).

The levels of inquiry, as defined in the hierarchy developed within the ESTABLISH project, include interactive demonstration, guided discovery, guided inquiry, bounded inquiry, and open inquiry. Each level progressively leads students toward greater independence, fosters their active participation in the inquiry process, and enhances their ability to think and work like scientists.

2.2.4.1 Pedagogical content knowledge for individual units

Chemistry: Various supplies had been examined to find out their suitability as filters – particularly, whether or not they include holes (pores) and whether or not these pores differ in dimension. The inquiry-based actions focus on the chemical construction of substances and the ensuing properties. In these actions, college students examine the presence of pores in totally different supplies on macroscopic, microscopic, and sub-microscopic ranges. They start by inspecting seen pores (e.g., gauze, paper espresso filters) and progress to exploring invisible pores in supplies such as cling movie or dialysis membranes. Through statement, college students uncover that filters and semipermeable membranes range in pore dimension, which impacts their sensible purposes – for instance, in dialysis or separation processes. A very partaking exercise is the Detective Story, the place college students apply their information of substance separation to unravel a fictional homicide case.

Physics: This unit supplies inquiry-based actions to help the teaching and studying of Direct Electric Circuits by exploratory strategies. Students be taught to design and assemble easy circuits utilizing batteries, bulbs, wires, and switches. They come to grasp the excellence between conductive and non-conductive supplies and discover fashions of electrical conductivity, together with collection and parallel resistor connections. The unit additionally introduces the fundamental ideas of electrochemical cells and voltage technology, guiding college students in figuring out materials mixtures that produce electrical energy. Furthermore, they be taught to distinguish between rechargeable and non-rechargeable batteries. The unit is enhanced by a variety of ready-to-use ICT actions, the place sensors for voltage and present, mixed with an interface and software program, are used to measure bodily portions and analyse the outcomes.

Biology: The Blood Donation unit hyperlinks to the circulatory and respiratory techniques. It builds on prior information of blood circulation, coronary heart perform, and gasoline trade in the lungs and tissues. Here, college students study extra properties and capabilities of blood by sensible duties, info retrieval, and information interpretation. The focus is on blood traits, the method of donation, and the security necessities for transfusion. Students are inspired to seek for info independently, arrange and current findings, work collaboratively, and assume the roles of varied specialists. They additionally change into aware of instruments used in blood assortment and storage. A extra detailed description of the IBSE teaching ideas and their implementation throughout chemistry, physics, and biology inquiry actions follows.

2.2.4.2 Linking inquiry-based activities to STEM areas

Inquiry-based activities connect scientific knowledge with industry, technology, and everyday life in the following ways:

In chemistry, the activities (Observation and Explanation of Filters, Membranes with Invisible Pores, Dialysis) focus on understanding the structure and properties of substances, while students connect microscopic and macroscopic observations with practical and industrial applications. These observations lead to an understanding of the principles of filtration and substance separation, which are applied in the chemical and food industries, healthcare (e.g., dialysis), environmental technologies (e.g., water purification), and everyday life. The activity Crime Story develops critical and analytical thinking through the application of chemical knowledge in the context of forensic science, thereby linking chemistry, biology, and technology.

In physics, the activities (Electric Current, Battery and Bulb; What Materials Conduct Electric Current?; Build Your Own Battery) focus on the practical construction and testing of electrical circuits. Students experiment with the conductivity of materials and learn to use digital technologies and sensors to measure and analyze electrical quantities. The activity’ Introduction to Conductivity and Electric Circuits’ complements inquiry and exploration through the visualization of physical principles and supports the understanding of circuit operation.

In biology, the activities (Study Visit at a Transfusion Center, Determining Blood Types, Separating Blood Constituents) combine biological, medical, and technological aspects. Students explore the properties and functions of blood, learn about the principles of biotechnological and medical processes, and develop scientific literacy, cooperation, and ethical awareness in relation to the application of science in society. At the same time, they become familiar with materials and technologies used in medicine—for example, polymers and metals employed in the production of devices for the collection, processing, transport, and storage of blood. They also learn about special polymers that enable the long-term preservation of blood and tissues at low temperatures by protecting cells from damage caused by the formation of ice crystals.

Activities designed in this way create a link between theory and practice, demonstrate the real-world application of STEM knowledge, and develop students’ ability to inquire, experiment, and solve problems in interdisciplinary contexts.

2.2.4.3 Students as researchers

The worksheet tasks were designed to actively engage students: they observed phenomena (Activities Phy 3 and Bio 1), searched for information online (Activity Chem 4), performed measurements and experiments (Activities Chem 1, Chem 2, Phy 2, Phy 4, and Bio 3), and devised procedures to confirm or refute their hypotheses. In all actions, college students analyzed collected information, drew conclusions from their observations, or examined varied objects and processes (e.g., Activities Chem 3, Chem 4, Phy 3, Phy 4, Bio 4). These actions fostered not solely inquiry abilities but additionally the event of 4C competences: vital considering, communication, cooperation, and creativity. Through discussions and shows of their experimental outcomes, college students additionally enhanced their communication abilities.

2.2.5 Teacher preparation and teaching with inquiry activities

In October 2022, a 3-h training session was conducted for teachers participating in the research. During a workshop, they were introduced to the inquiry-based activities designed for this study and learned how to implement them in their teaching. Before implementation, teachers were allowed to modify the activities at their discretion. The instruction was provided by the teachers of chemistry, physics, and biology didactics at the Faculty of Science, Pavol Jozef šafárik University in Košice.

Inquiry-based teaching was carried out during the first term of the 2022/2023 school year, spanning 3 months from November 2022 to January 2023. The experiment included chemistry, physics, and biology lessons (Table 4). It comprised 12 inquiry-based actions carried out each different week.

At the start of each lesson, teachers sought to motivate students to ensure high levels of engagement. They focused particularly on posing questions, which play a crucial role in fostering understanding. For active learning to occur, teachers must ask students questions, students must ask their teachers, and students must also question each other. Teachers’ questions were designed to encourage student cooperation as well. Thanks to specialized training, teachers understood which inquiry skills were targeted in each unit, the time constraints involved, the materials required, and appropriate methods of evaluation. Each worksheet was accompanied by formative assessment tools intended to provide feedback on teaching, for example, exit cards or student self-assessment forms completed after the inquiry activity. The exit card included questions such as: What did we do? Why did we do it? What have I learned today? How can I use this knowledge? Do I still have any questions about the topic?. This formative suggestions helped academics establish each strengths and areas for enchancment in their teaching, refine their strategy, and adapt future instruction accordingly.

2.2.6 Instrument

The questionnaire was used to identify the attitudes of the students toward science subjects and science and technology before and after being taught with inquiry activities (hereinafter referred to as pre-test and post-test). The attitudes were identified using a questionnaire from the ESTABLISH project (Kekule and Žák, 2014). The questionnaire consisted of three elements. The first half targeted on the fundamental info on the scholar respondents. The second half included 10 objects targeted on college students’ attitudes toward science topics. The third half included 15 objects targeted on college students’ attitudes toward science and technology. The college students expressed their attitudes utilizing a 4-point Likert scale (1—strongly disagree; 2—disagree; 3—agree; 4—strongly agree). The beneficial time for finishing the questionnaire is 40 min.

According to several studies in the field of science education and attitudes toward science (e.g., ROSE – The Relevance of Science Education, PISA Science Framework, STEBI—Science Teaching Efficacy Belief Instrument, as well as studies on trust in science, such as Allum et al. (2008); Lederman et al. (2014); (Sjøberg and Schreiner 2010); OECD (2016), attitudes toward science are normally categorized into 4 to 5 essential areas:

• Affective component (interest, popularity, positive emotions)

• Cognitive components (perceived difficulty, usefulness, manageability)

• Normative/value component (credibility, societal importance, impact)

• Social perceptions of science (scientist stereotypes, trust, criticism)

• Career orientation (interest in science/tech profession)

This categorization was used in the presented research. Individual questionnaire items were divided into 5 subscales.

Subscale A: Affective relationship to science topics (5 objects)

It includes items focused on interest and popularity.

• Science subjects are interesting.

• I prefer science subjects over most other subjects.

• I would like to have as many science subjects at school as possible.

• Science subjects have made me appreciate nature even more.

• Science subjects have sparked my curiosity about things that are yet to be explained.

Subscale B: Perceived problem and usefulness of science topics (5 objects)

Items reflecting difficulty and practical use.

• Science subjects are difficult. (reverse)

• I find science subjects quite easy.

• What I learn in science subjects at school will be useful in my everyday life.

• Science subjects have taught me how to better care for my health.

• I think all students should study science subjects at school.

Subscale C: Perceived societal contribution of science and technology (8 objects)

Items reflecting the plausibility and usefulness of science and technology for society.

• Science and technology are important for society.

• Science and technology will find cures for diseases such as HIV/AIDS and cancer.

• Our lives are healthier, easier, and more convenient because of science and technology.

• Science and technology will help eliminate poverty and hunger in the world.

• Science and technology have the potential to solve most problems.

• Science and technology help the poor.

• Every country needs science and technology for development.

• Work will be more interesting thanks to the new technology.

Subscale D: Critical opinions and belief in science (4 objects)

Items reflecting environmental concerns, perceived fairness (perceived justice in the impacts of science and technology), and stereotypes about scientists.

• Science and technology are responsible for most ecological problems. (reverse)

• Science and technology mostly help the developed countries. (reverse)

• We should always trust scientists’ opinions.

• Scientists are neutral and objective.

Subscale E: Professional ambitions in science and technology (3 objects)

Items reflecting identification with science and future profession.

• I would like to become a scientist.

• I would like to pursue a career in technology.

• Science subjects have helped me understand the importance of science in our daily lives.

Validity and reliability of the questionnaire

Construct validity was assessed using exploratory factor analysis (principal component analysis with varimax rotation). The Kaiser-Meyer-Olkin (KMO) Test and Bartlett’s Sphericity Test were used to assess the suitability of the analysis. The KMO test for sampling adequacy yielded a result of 0.691, which is relatively low but still within the acceptable range for factor analysis (Hutcheson and Sofroniou, 1999). The Bartlett’s Sphericity Test refuted the speculation that the correlation matrix was a unit matrix (p

The reliability and internal consistency of the research instrument (questionnaire)—including relationships among its items and between individual items and the instrument as a whole—were assessed using Cronbach’s alpha coefficient (Cronbach, 1951).

The questionnaire showed very good reliability, with a Cronbach’s alpha coefficient of α= 0.891, which exceeded the minimum acceptable value of α= 0.700. The instrument proved to be highly reliable. The reliability of the five subscales (A–E) had the following Cronbach’s alpha values:

• Subscale A: Affective relationship to science subjects, α= 0.841

• Subscale B: Perceived difficulty and usefulness of science subjects, α= 0.784

• Subscale C: Perceived societal contribution of science and technology, α= 0.873

• Subscale D: Critical opinions and trust in science, α= 0.712

• Subscale E: Professional ambitions in science and technology, α= 0.754

In all cases, correlations between individual items and the overall score exceeded the threshold of 0.50. Therefore, all items were suitable for further analysis, and none needed to be removed. Spearman’s rank correlation coefficient indicated a strong correlation between the subscales (p

2.2.7 Data analysis

The normality of the data distribution was tested for the overall questionnaire score, for individual items separately, as well as for items grouped into subscales, using the Kolmogorov–Smirnov test. In all cases, the value of p Field, 2013; Laerd Statistics, 2021). For all statistical analyses, a price of p

The data were processed using descriptive statistics (mean, standard deviation) and inferential statistics. To verify statistically significant differences between the pre-test and post-test, the Wilcoxon signed-rank test for paired values was used, with significance assessed at the level of p r (Cohen, 1988) was additionally calculated, which expresses the energy of the effect of the unbiased variable (implementation of IBSE) on the dependent variable (college students’ attitudes toward science topics and toward science and technology). The worth of this coefficient makes it doable to interpret the extent to which the noticed distinction has an actual impression on college students’ attitudes.

All statistical analyses were performed using SPSS Statistics 25.0 (Ibm, 2017).

3 Results

This section presents the results of the analysis of data obtained before and after instruction involving inquiry-based activities. The aim of the analysis was to determine whether statistically significant changes occurred in students’ attitudes toward science subjects and toward science and technology.

Table 5 reveals the imply values (M) and normal deviations (SD) for the person questionnaire subscales earlier than and after the implementation of this instruction, with the purpose of figuring out and analysing adjustments in college students’ attitudes.

The affective relationship (subscale A) reveals the very best enhance in the imply rating (+0.46), indicating that after finishing instruction with inquiry-based actions, college students evaluated science topics as extra enticing and fascinating. Subscales B and C recorded the identical enhance in the imply rating (+0.43), indicating an enchancment in the perceived manageability of science topics and better recognition amongst college students of the significance of science and technology for society. Critical views and belief (subscale D) shifted extra reasonably (+0.25), indicating some reconsideration by college students, with their belief in science growing barely. Professional ambitions (subscale E) elevated in imply rating by +0.46, which is a major optimistic indicator that instruction with inquiry-based actions helps the event of science id and a doable orientation of college students toward a future profession in science or technology.

The adjustments in imply rating values throughout all subscales are constant and optimistic, confirming the optimistic impression of instruction with inquiry-based actions on a large spectrum of college students’ attitudes (on varied facets of attitudes).

Table 6 summarizes the outcomes of the inferential statistical evaluation of adjustments in college students’ attitudes after instruction with inquiry-based actions. To evaluate the scores earlier than and after the intervention, the Wilcoxon signed-rank take a look at for paired values was used. All variations between the pre-test and post-test had been statistically vital (p

All subscales of the questionnaire confirmed statistically vital optimistic adjustments after instruction with inquiry-based actions, confirming the optimistic impression of this strategy on college students’ attitudes toward science and technology. The most pronounced enhance occurred in subscale A—Affective relationship to science topics (Z = −9.04; p=0.003; r= 0.74), indicating a strengthening of optimistic feelings and curiosity in science topics. Significant results had been additionally noticed in subscale B—Perceived problem and usefulness of science topics (Z = −8.12; p=0.011; r=0.66) and subscale C—Perceived societal contribution of science and technology (Z = −8.94; p=0.003; r=0.73). These outcomes point out that college students perceived science topics as more easy and positioned better worth on the significance of science and technology for society. Subscale D—Critical views and belief improved reasonably however considerably (Z = −4.98; p=0.025; r=0.41), reflecting a balanced angle of college students toward science and scientists. Subscale E—Professional ambitions in science and technology confirmed a medium to sturdy effect (Z = −6.83; p=0.018; r=0.56), indicating a stimulation of college students’ curiosity in a future profession in science and technology.

The adjustments in attitudes had been constant, statistically vital, and reached a medium to sturdy effect. These findings verify that the IBSE strategy helps the event of cognitive, affective, value-related, and motivational attitudes, that are important for sustaining long-term curiosity in science and technology.

Statistical testing demonstrated vital variations; due to this fact, the null hypotheses (H₀₁ – H₀₅) had been rejected, and the corresponding various hypotheses (H₁₁ – H₁₅) had been accepted.

4 Discussion

The findings from the systematic literature review, which constituted the first phase of the study, provided a theoretical basis for interpreting the empirical results obtained in the second phase.

The goal of the empirical part of the study was to identify the impact of inquiry-based teaching on fostering the attitudes of the 1st year grammar school students toward science subjects as well as science and technology in general. This impact was assessed through an experimental intervention. Over a 3-month period (November 2022–January 2023), students participated in 12 inquiry-based activities conducted during science lessons (chemistry, physics, and biology) (Table 4). These inquiry-based actions had been performed in accordance with the 5E mannequin (Bybee, 2015, 2019) and included varied ranges of inquiry (ESTABLISH, 2011).

Students’ attitudes had been measured utilizing a questionnaire administered earlier than and after the intervention (pre-test and post-test). The questionnaire comprised 5 subscales:

• A – Affective relationship to science subjects

• B – Perceived difficulty and usefulness of science subjects

• C – Perceived societal contribution of science and technology

• D – Critical opinions and trust in science

• E – Professional ambitions in science and technology.

Students’ attitudes had been assessed utilizing a Likert scale starting from 1 (strongly unfavorable angle) to 4 (strongly optimistic angle).

The statistical processing and evaluation of the collected information confirmed that the imply angle values in the pre-test ranged from 2.88 to three.57. After instruction involving inquiry-based actions, these values elevated to a variety of 3.34 to 4.00 (Table 5). The variations between the pre-test and post-test had been statistically vital throughout all examined subscales (p Table 6).

4.1 Students’ attitudes toward science subjects (subscales A and B)

After instruction involving inquiry-based activities, students showed greater interest in learning science subjects (Subscale A) and perceived them as less difficult (Subscale B). These findings indicate positive changes in students’ perceptions of science subjects following inquiry-based teaching. The implementation of the 5E model guides students from the exploration phase through explanation to elaboration, thereby fostering deeper understanding of scientific concepts and subsequently influencing their attitudes toward science subjects (Liu et al., 2021; Morris, 2025; Wilcox et al., 2015). Teacher-guided inquiry actions improve college students’ curiosity and achievement, whereas open inquiry could cut back efficiency (Aditomo and Klieme, 2020; Kang and Keinonen, 2017). The carried out actions had been targeted on decrease ranges of inquiry, guided by the trainer, such as guided discovery and guided inquiry. The outcomes recommend that teaching based mostly on inquiry-based actions positively influences college students’ attitudes toward science topics, which is per the findings of different research (Aguilera and Perales-Palacios, 2020; Bezen and Bayrak, 2020; Guzel, 2017; Koyunlu Unlu and Dokme, 2022; Lin et al., 2014; Manishimwe et al., 2022; Nicol et al., 2022; Potvin et al., 2017; Savelsbergh et al., 2016).

Moreover, linking inquiry-based activities with the principles and domains of STEM education results in significant improvements in students’ attitudes, engagement, and achievement (Wiriani and Ardana, 2022). Since the carried out inquiry-based actions had been designed in the same manner, it may be assumed that they contributed to the optimistic change in college students’ attitudes toward the importance and usefulness of science topics in on a regular basis life (Subscale B).

4.2 Students’ attitudes toward science and technology (subscales C, D, and E)

Multiple studies have shown (Archer et al., 2020; Christensen et al., 2016; Fitzgerald et al., 2024; Jiang et al., 2024; Kier et al., 2014) verify that college students’ attitudes toward science and technology are strongly influenced by the implementation of activating methods and strategies, such as inquiry-based studying, project-based studying, and problem-based studying, in the teaching course of. Research by Akcay and Yager (2016); Lazonder and Harmsen (2016); Unal and Unal (2019) targeted on IBL as well as college students’ attitudes and studying outcomes, yielded comparable outcomes. Their outcomes have proven that college students engaged in IBL developed extra optimistic attitudes toward science. On the opposite hand, some analysis (Oba and Lawrence, 2014; Maxwell et al., 2015) signifies that IBL has not led to any vital change in college students’ attitudes toward science.

After instruction with inquiry-based activities, students regarded science and technology as important tools for addressing problems in society (subscale C). The inquiry-based activities focused on specific scientific topics and their applications. This helped students to realize more easily that science enables us to find answers and solutions to complex problems. Similar findings have also been confirmed by Attard et al. (2021); (Darling-Hammond et al. 2019); Lai (2018); Melville (2015); Strat et al. (2023), who state that IBSE can enhance college students’ attitudes toward the significance of science and technology in addressing societal issues.

Although a statistically significant positive effect was demonstrated in our research, we believe that it could have been even stronger if the inquiry-based activities had included topics explicitly highlighting the broader societal context of science and technology (e.g., the development of medicines for serious diseases, health and quality of life, the elimination of poverty and hunger in the world). The effect could be further strengthened by incorporating topics into the inquiry-based activities that focus on new discoveries in healthcare, innovations in renewable energy, the sustainable economy, and environmental monitoring. Particularly relevant is the need to reflect the growing importance of artificial intelligence (AI) in the development and application of new technologies – for example, in drug development, healthcare optimization, or in the prediction and resolution of global problems such as poverty, hunger, and environmental crises (Bajwa et al., 2021; Goralski and Tan, 2023).

Although the overall results in subscale D—Critical views and trust indicate positive changes in students’ attitudes, students’ belief that they should always trust the opinions of scientists and regard them as neutral and objective showed a medium effect. This may result from the way the role of scientists in society is currently perceived by the public (Cologna et al., 2025). Students’ perceptions of scientists might also be influenced by the way in which science and scientists are portrayed in the media (D’Addezio and Besker, 2024). Students typically affiliate the idea of “being a scientist” with experimental laboratory work, which they don’t discover interesting. As a consequence, comparatively few secondary college college students aspire to change into scientists (Archer et al., 2020; Hamlyn et al., 2020).

After instruction with inquiry-based activities, students realized that science and technology can also have negative impacts, particularly on the environment (subscale D). Students often learn this information, such as about ecological disasters, from the media. Therefore, the teacher should explain to students that science and technology also play a key role in addressing the consequences of such disasters. This represents a challenge for the implementation of environmentally oriented tasks into inquiry-based activities (Yli-Panula et al., 2023).

A significant change in attitudes was also recorded in subscale E—Professional ambitions in science and technology. It could potentially motivate students to pursue careers in science and technology, as pointed out by other researchers (Archer et al., 2020; Christensen et al., 2016; Fitzgerald et al., 2024; Jiang et al., 2024; Kier et al., 2014). Through inquiry-based actions (e.g., Study go to at a transfusion middle, Observation and rationalization of filters), college students had the chance to satisfy specialists from each skilled observe and scientific establishments. This expertise could have contributed to growing their curiosity in science and a doable scientific profession. This tendency has been confirmed by analysis (Akcay and Akcay, 2015; Fitzgerald et al., 2024; Odom and Bell, 2015).

Several studies also confirm that inquiry-oriented activities increase interest in future careers in STEM fields (Attard et al., 2021; Kang and Keinonen, 2017; Wang et al., 2021). Other analysis equally stories that the implementation of inquiry-based actions inside STEM training considerably enhanced secondary college college students’ curiosity in science and their skilled ambitions in STEM disciplines (Ribeirinha et al., 2024; van Wyk et al., 2025).

Another positive finding is that students recognized the potential of new technologies to make their future professional activity more engaging. This attitude may indicate a favorable perception of innovation and technological progress as an integral part of modern scientific research. In the future, such a view could serve as a basis for shaping greater trust in scientists, that they act in the best interest of society and bring significant benefits to it.

5 Conclusions

The study used a two-phase design that integrated a systematic review of literature focused on the implementation and effectiveness of inquiry-based science education (IBSE) in the context of STEM education and its impact on affective dimensions of learning, with an empirical examination of the effects of IBSE on the attitudes of grammar school students’ toward science subjects as well as toward science and technology in general.

The results of the empirical research indicate that inquiry-based teaching was efficient in fostering students’ attitudes toward science subjects as well as toward science and technology in general.

Inquiry-based activities were implemented in teaching three science subjects – physics, chemistry, and biology. In terms of content, the activities were designed to stimulate students’ interest, support active learning, and subsequently promote deeper conceptual understanding. Such a focus of the inquiry-based activities resulted in significant positive changes in students’ attitudes toward science subjects and toward science and technology.

After the intervention, students perceived science subjects as less difficult and showed greater interest in their study/learning. They were more aware of the usefulness of science subjects and their importance for everyday life.

Similarly, positive changes were demonstrated in students’ attitudes toward the contribution of science and technology to solving societal problems, supporting economic development, and the role and trustworthiness of scientists in society. Since new STEM-related jobs will need to be filled in the future, it is important to improve students’ perception of the importance of science and technology in a broader social context. Therefore, it is appropriate to integrate more tasks into teaching that are oriented toward STEM and global challenges, such as digitalization, global environmental issues, climate change, and the development of artificial intelligence. These topics represent key challenges not only for the content but also for the methods of education.

Given the expected increase in demand for STEM professionals, future research should focus on analyzing the factors influencing students’ career decisions—from secondary school study to career choice. Such research may contribute to a deeper understanding of the connections between the formation of professional preferences and the actual choice of a career in science and technology. Since students often have limited knowledge of the various career opportunities arising from the study of science, they do not realize the wide range of professional prospects in fields such as environmental sciences, data analysis, biotechnology, engineering, science communication, and many others.

In this context, it will be essential to restructure the curriculum so that it prepares students for the dynamically changing demands of the labor market and technological progress.

6 Limitations

The presented results may have been influenced by the following factors.

Before the actual implementation of the research, the teachers completed training. The teachers who participated in the research had access to prepared inquiry-based activities for individual subjects (physics, chemistry, and biology). They implemented these activities in their teaching at their own discretion, not always strictly following the instructions provided in the methodologies. If the teachers had been required to design such activities themselves or had lacked sufficient knowledge of implementing IBSE in teaching, the statistical difference might have been less significant.

This research involved a relatively small sample of grammar school students (N= 151). However, the inquiry-based actions had been utilized inside the identical time interval and on the identical matters; due to this fact, the outcomes present conclusions that will help the implementation of inquiry-based actions into teaching with the purpose of creating college students’ attitudes toward science topics and toward science and technology.

The implementation interval (3 months, 12 inquiry-based actions, 24 45-min classes) was comparatively brief, and the impression of the brand new or totally different manner of teaching could have been influenced by the preliminary enthusiasm and college students’ engagement, which might wane over time. Therefore, it could be applicable for future analysis to focus on a two-group experiment to confirm whether or not the impression of IBSE is stronger in phrases of college students’ notion of the significance of science and technology.

Moreover, the questionnaire needs to be up to date in the longer term to replicate the evolving function of AI in future careers inside the fields of science and technology.

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