Promoting Students' Interest and Motivation Towards Science Learning : the Role of Personal Needs and Motivation Orientations
This study designed a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, w...
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| Published in | Research in science education (Australasian Science Education Research Association) Vol. 43; no. 6; pp. 2517 - 2539 |
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| Main Authors | , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Netherlands
01.12.2013
Springer |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0157-244X 1573-1898 |
| DOI | 10.1007/s11165-013-9370-1 |
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| Abstract | This study designed a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational features were included as part of the designed teaching sequence. The sequence was implemented in Finland and Greece with 54 participants, 27 from each country. Quantitative data was collected using the Evaluation of Science Inquiry Activities Questionnaire, based on the Intrinsic Motivation Inventory but did not map the expected outcomes. Interviews, however, showed that students with different motivational profiles found aspects within the module that met their psychological needs as explained by Self-Determination Theory. The results offer a perspective to adolescents' psychological needs along with some insights into how students mediate the way they value an activity in the context of science education. [Author abstract, ed] |
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| AbstractList | This study designed a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational features were included as part of the designed teaching sequence. The sequence was implemented in Finland and Greece with 54 participants, 27 from each country. Quantitative data was collected using the Evaluation of Science Inquiry Activities Questionnaire, based on the Intrinsic Motivation Inventory but did not map the expected outcomes. Interviews, however, showed that students with different motivational profiles found aspects within the module that met their psychological needs as explained by Self-Determination Theory. The results offer a perspective to adolescents' psychological needs along with some insights into how students mediate the way they value an activity in the context of science education. [Author abstract, ed] This study aimed to design a teaching sequence for science education that enabled lower secondary school students to enhance their motivation towards science. Further, it looked to examine the way the designed teaching sequence affected students with different motivational profiles. Industry site visits, with embodied theory-based motivational features were included as part of the designed teaching sequence. The sequence was implemented in Finland and Greece with 54 participants, 27 from each country. Quantitative data was collected using the Evaluation of Science Inquiry Activities Questionnaire, based on the Intrinsic Motivation Inventory but did not map the expected outcomes. Interviews, however, showed that students with different motivational profiles found aspects within the module that met their psychological needs as explained by Self-Determination Theory. The results offer a perspective to adolescents' psychological needs along with some insights into how students mediate the way they value an activity in the context of science education. |
| Audience | Secondary Education |
| Author | Dimitris Pnevmatikos Anna Spyrtou Petros Kariotoglou Kalle Juuti Anni Loukomies Jari Lavonen Reijo Byman |
| AuthorAffiliation | University of Helsinki. Dept of Teacher Education University of Helsinki. Viikki Teacher Training School University of Western Macedonia. Dept of Elementary Education University of Western Macedonia. Dept of Nursery Education |
| AuthorAffiliation_xml | – name: University of Western Macedonia. Dept of Nursery Education – name: University of Helsinki. Dept of Teacher Education – name: University of Helsinki. Viikki Teacher Training School – name: University of Western Macedonia. Dept of Elementary Education |
| Author_xml | – sequence: 1 givenname: Anni surname: Loukomies fullname: Loukomies, Anni email: anni.loukomies@helsinki.fi organization: Viikki Teacher Training School, University of Helsinki – sequence: 2 givenname: Dimitris surname: Pnevmatikos fullname: Pnevmatikos, Dimitris organization: Department of Elementary Education, University of Western Macedonia – sequence: 3 givenname: Jari surname: Lavonen fullname: Lavonen, Jari organization: Department of Teacher Education, University of Helsinki – sequence: 4 givenname: Anna surname: Spyrtou fullname: Spyrtou, Anna organization: Department of Elementary Education, University of Western Macedonia – sequence: 5 givenname: Reijo surname: Byman fullname: Byman, Reijo organization: Department of Teacher Education, University of Helsinki – sequence: 6 givenname: Petros surname: Kariotoglou fullname: Kariotoglou, Petros organization: Department of Nursery Education, University of Western Macedonia – sequence: 7 givenname: Kalle surname: Juuti fullname: Juuti, Kalle organization: Department of Teacher Education, University of Helsinki |
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| CitedBy_id | crossref_primary_10_22368_ksecce_2016_6_2_97 crossref_primary_10_1080_09500693_2020_1871526 crossref_primary_10_1007_s10984_022_09407_z crossref_primary_10_33225_jbse_24_23_151 crossref_primary_10_1007_s11165_018_9772_1 crossref_primary_10_1007_s11251_016_9375_z crossref_primary_10_1080_03043797_2017_1387100 crossref_primary_10_1111_bjep_12301 crossref_primary_10_1007_s40573_020_00122_x crossref_primary_10_1080_03057267_2024_2412456 crossref_primary_10_1007_s10639_023_11973_5 crossref_primary_10_1016_j_tate_2020_103254 crossref_primary_10_1080_2331186X_2023_2236463 crossref_primary_10_1002_tea_21652 crossref_primary_10_2298_JSC211228088N crossref_primary_10_1007_s11423_022_10114_y crossref_primary_10_33225_jbse_24_23_536 |
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| Issue | 6 |
| Keywords | Psychological needs Motivation orientation Science education Industry site visit Self-Determination Theory |
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| Notes | Refereed article. Includes bibliographical references. Research in Science Education; v.43 n.6 p.2517-2539; December 2013 |
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| SubjectTerms | Academic Motivation Questionnaire Design based research Education Educational Theories Evaluation of Science Inquiry Activities Questionnaire Finland Foreign Countries Greece Learning Modules Lower secondary years Psychological Needs Questionnaires Science Education Science Instruction Science Interests Secondary education Secondary School Science Secondary School Students Self determination Statistical Analysis Student attitudes Student Interests Student Motivation Student Needs |
| Title | Promoting Students' Interest and Motivation Towards Science Learning : the Role of Personal Needs and Motivation Orientations |
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