Volume/Issue :

Article type :

Case studies

Page No :

114-122

Abstract :

The rapid development of modern technologies, particularly unmanned aerial vehicles and optical imaging systems, increases the importance of physics knowledge, especially optics, in contemporary technological applications. However, students’ interest in science studies remains limited; therefore, fostering academic interest in school is an important educational direction. Empirical studies show that inquiry-based learning creates favourable conditions for students’ cognitive engagement and deeper understanding of scientific concepts (Pedaste et al., 2015; Lazonder & Harmsen, 2016). The aim of this article is to reveal the possibilities of applying inquiry-based learning in an optics lesson cycle and to evaluate the impact of such teaching on students’ academic interest. A mixed methodological approach combining quantitative and qualitative data collection methods was applied. The study was conducted with upper secondary school students while implementing the optics lesson cycle “Optics through Drone Eyes”, based on the principles of inquiry-based learning and STEAM integration. The results showed positive changes in students’ interest in physics and learning motivation, associated with active participation in inquiry activities and with connecting optical phenomena to technological examples.

Keywords :

inquiry-based learning; optics education; development of academic interest; STEAM integration; physics education

References :

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Cite as :

Steponavičienė, E., & Augustinienė, A. (2026). Mokymasis tyrinėjant optikos pamokose: akademinių interesų ugdymas taikant pamokų ciklą „Optika per dronų akis“ [Inquiry-based learning in optics lessons: Developing academic interest through the lesson cycle “Optics through drone eyes”]. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 32, 114–122. https://doi.org/10.48127/gu/26.32.114