Comparative Analysis Between Traditional and Inquiry-Based Laboratory Teaching on Students' Views Regarding Scientific Research and the Adoption of Scientific Practices

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Published: Apr 19, 2026
DOI: https://doi.org/10.12681/codiste.9918
Keywords:
attitudes towards science comparative analysis IB-mLabs inquiry learning portable digital devices TOSRA
Emmanouil Kousloglou
Aristotle University of Thessaloniki
https://orcid.org/0000-0003-4757-8996
Vasileios Gkagkas
Aristotle University of Thessaloniki
https://orcid.org/0009-0005-7677-2781
Eleni Petridou
Aristotle University of Thessaloniki
https://orcid.org/0009-0009-4195-9385
Anastasios Zoupidis
Democritus University of Thrace
https://orcid.org/0000-0003-3097-9451
Anastasios Molohidis
Aristotle University of Thessaloniki
https://orcid.org/0000-0002-5710-8499
Euripides Hatzikraniotis
Aristotle University of Thessaloniki
https://orcid.org/0000-0002-9516-4037
Abstract

This paper focuses on the comparative analysis of students' attitudes towards Scientific Inquiry and the adoption of Scientific Practices, through their participation in two different educational settings: inquiry-based physics laboratory supported by portable digital devices (IB-mLabs) and the traditional physics laboratory. Data were collected using the TOSRA questionnaire and semi-structured interviews. The comparative analysis demonstrates that IB-mLabs activities not only enhance students' positive attitudes, but also promote deeper scientific literacy, offering significant prospects for improving science education.

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