Analysis of Motivational Orientations in Science Education (original) (raw)
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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.
Investigation of primary students' motivation levels towards science learning
Science Education International, 2011
The present research was conducted with 518 students enrolled at the 6th, 7th and 8th classes of primary schools. A likert-type scale developed by and translzated into Turkish by Yılmaz and Çavaş (2007) was used to examine the motivation levels of students towards science learning. Research findings revealed that gender, academic success and taking private lesson had an effect on students' motivation levels towards science learning. It was found in the study that: the motivation level of female students was higher than male students; academic achievement and taking private course increased the motivation; and laboratory activities, and parents' educational levels did not have an effect on students' motivation.
The development of a questionnaire to measure students' motivation towards science learning
The purpose of this study was to develop a questionnaire that measures students' motivation toward science learning (SMTSL). Six scales were developed: self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. In total, 1407 junior high school students from central Taiwan, varying in grades, sex, and achievements, were selected by stratified random sampling to respond to the questionnaire. The Cronbach alpha for the entire questionnaire was 0.89; for each scale, alpha ranged from 0.70 to 0.89. There were significant correlations (p < 0.01) of the SMTSL questionnaire with students' science attitudes (r = 0.41), and with the science achievement test in previous and current semesters (r p = 0.40 and r c = 0.41). High motivators and low motivators showed a significant difference (p <0.01) on their SMTSL scores. Findings of the study confirmed the validity and reliability of the SMTSL questionnaire. Implications for using the SMTSL questionnaire in research and in class are discussed in the paper.
2017
Today’s society needs active citizens who appreciate education, especially learning at school. If students feel that subjects such as science are valuable and meaningful for them, they are more likely to use their acquired knowledge and skills in deciding their future career choices. The PISA 2006 international comparative study, in which the main area tested is science, shows that only 16% of Estonian 15-year-old students wish to relate their future career with science-related disciplines (OECD, 2007). When comparing the PISA 2006 and 2015 results, it is evident that there is a statistically significant increase (7.8%) in students who are interested in choosing science-related future careers (OECD, 2016; PISA 2015 Eesti tulemused, 2016). The investigation of students’ interest and motivation towards science learning is an important issue in science education, as well as at the political level. Findings from the last decade (2000-2009) indicate that learning science at school is irr...
Journal of Baltic Science Education
Motivation to learn a school subject is crucial for achieving knowledge and skills and, consequently, for good academic performance in the subject. There are several approved questionnaires dedicated to assessing motivation for science and biology but none for upper secondary school Czech students. Therefore, existing Science Motivation Questionnaire was evaluated, validated and modified in order to create a Czech version of a Biology motivation questionnaire (BMQ). The original version of the questionnaire had 30 questions, arranged in the following subscales: Internal Motivation, External Motivation, Personal Relevance, Responsibility, Self-efficacy and Anxiety. Validation was based on a survey of 517 upper secondary school Czech students. Analysis of the questionnaires revealed that, although the questionnaire could be used as a whole with satisfactory Cronbach alpha values, the underlying constructs in the Czech version were different from the six ones originally suggested. Base...
Grade 4 to 8 primary school students attitudes towards science: Science enthusiasm
Educational Research Review, 2011
The aim of this study is to investigate the grades 4 to 8 students' attitudes towards science under the 'liking school', 'independent investigator' and 'what I really think of science' titles. The affect of gender, grade level and science achievement on students' attitudes was analysed in 'liking school', 'independent investigator', 'science enthusiasm', 'social context' and 'science is a difficult subject' subscales that took place in this study. For selecting the sample, all schools in Izmit were clustered into three groups which are upper, middle and lower levels according to their achievement. From each group four schools, totally 12 primary schools selected by drawing lots, a total of 540 students were selected from every group with randomly selection method. In pilot study alpha reliability for measurements of three scales was found 0.80, 0.75 and 0.78 respectively. According to the results, level of willing 'independent investigator' falls significantly at unsuccessful students and 'science enthusiasm' falls significantly at high grade levels.
Journal of Baltic Science Education, 2021
Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken...
Education Sciences
Research findings indicate a decline in students’ motivation towards science learning through grade levels. However, there is a lack of studies investigating students’ motivation comparing learning between science subjects and at different school levels. Using self-determination theory as a framework, this study compares perceived changes in intrinsic motivation and student opinions on the relevance of learning science themes among students in grades 6 and 9 (the end of compulsory schooling). To explore such learning, a multidimensional validated instrument is developed and used to collect empirical data from 2673 grade 6 students and 848 grade 9 students. Results from this research indicate statistically significant subject differences regarding sub-components of intrinsic motivation and a declining trend in students’ opinions on the sub-scales of relevance for learning science themes with age. The results further indicate that grade 6 students report significantly higher science-r...