The Use of Hand Puppets to Increase Intrinsic Motivation during Science Learning of 6th And 7th Grade Learners in Dikgale, Limpopo Province, South Africa: A Case Study (original) (raw)
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International Journal of Educational Development in Africa, 2018
One of the most important psychological concepts required for enhanced learning is motivation. This is especially true for science, which is seen by learners as being difficult. This study investigated the motivational changes with regard to studying science and the gender and age differences when using hand puppets in the science classroom. In order to examine this, a 7-week intervention involving the teaching of science by means of hand puppets was conducted in two Grade 6 and two Grade 7 classes in rural-based Dikgale, Limpopo Province, South Africa. The learners’ motivation was assessed in terms of basic psychological needs, intrinsic and extrinsic motivation, with a questionnaire before and after the intervention. Data were analysed using a paired sample t-test, an independent t-test and a MANCOVA. The results show an increase in basic psychological needs and intrinsic motivation, and a decrease in extrinsic motivation for science, after the use of hand puppets. In addition, it appears that there are no gender and age differences regarding motivational change when using hand puppets in science education. It is therefore concluded that hand puppets are a promising teaching method that positively affects the motivation of school learners studying science. Thus it is recommended that further research in the form of an experimental longitudinal design be undertaken to ascertain long-term motivational changes.
Using Puppets Making To Promote Engagement and Motivating In Educational Study
IOSR Journal Of Humanities And Social Science, 2013
The PUPPETS uses puppets as a stimulus for children to engage in conversations involving reasoning in education. Data were gathered using technically a variety of methods, including audio and video recording, and analysed using an open coding approach based on grounded theory. The data indicate that puppets are engaging and motivating for children; that they promote talk involving reasoning; that they can be particularly effective with reluctant speakers; that they appear to be effective across the whole primary age range; and that they promote significant changes in teachers' professional practice. We discuss different types of puppet dance & making process. This process style developed of new generation. We examined scientifically & technically modernized in puppet dance.
Using Puppets Making To Promote Engagement and Motivating In Educational Study 1
The PUPPETS uses puppets as a stimulus for children to engage in conversations involving reasoning in education. Data were gathered using technically a variety of methods, including audio and video recording, and analysed using an open coding approach based on grounded theory. The data indicate that puppets are engaging and motivating for children; that they promote talk involving reasoning; that they can be particularly effective with reluctant speakers; that they appear to be effective across the whole primary age range; and that they promote significant changes in teachers' professional practice. We discuss different types of puppet dance & making process. This process style developed of new generation. We examined scientifically & technically modernized in puppet dance.
Development of Hand Doll Media on Science Learning Students of Class V Elementary School 6 Srikaton
Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
This study aims to determine the Hand Puppet Media in Science Learning Class V SD Negeri 6 Srikaton and find out how to develop a Hand Puppet Media in Science Learning Class V SD Negeri 6 Srikaton which is valid and practical. This study uses a 4-D development model. The instruments used to measure the quality of the developed hand puppet media include validation sheets and practicality questionnaires. The product of this research is in the form of hand puppets on theme 1 sub theme 1 learning 1 in class V SD Negeri 6 Srikaton. So that this study shows the results of the entire validation component of the expert team including the valid category with an average score of 0,84 for all validators. The practicality of hand puppets received a practical response with an average score of all practicality tests, which was 91,10 %, this indicates that the hand puppet media is already practical.
Puppets: Providing Opportunities for Dialogue and Scientific Inquiry
Primary Science, 2015
Using Puppets to Provide Opportunities for Dialogue and Scientific Inquiry Talk, peer collaboration and exchanging ideas significantly contribute to a child's conceptual understanding in science (Howe, McWilliam and Cross, 2005). Dialogue helps children to clarify their thinking and to develop their capacity to reason, which are crucial scientific process skills (Mercer et al., 2004). One very effective way of supporting such interaction is by using puppets (Simon et al., 2008). Studies have also shown that using puppets in primary science increases pupils' engagement and motivation (Naylor et al., 2007). To take advantage of this, this innovative teaching methodology was introduced into primary science teaching in Ireland, investigating the use of puppets and their impact on children's learning. We worked with 46 pre-service primary teachers (PPTs) and 11 class teachers (CTs) in primary schools around Ireland. Descriptors: Puppetry, Teaching Methods, Instructional Innovation, Science Instruction, Elementary School Science, Elementary School Students, Science Process Skills, Foreign Countries, Preservice Teachers, Elementary School Teachers, Student Teacher Attitudes, Teacher AttitudesPuppetry, Teaching Methods, Instructional Innovation, Science Instruction, Elementary School Science, Elementary School Students, Science Process Skills, Foreign Countries, Preservice Teachers, Elementary School Teachers, Student Teacher Attitudes, Teacher Attitudes https://www.ase.org.uk/system/files/journal-issue/documents/Primary%20Scinence%20138.pdf
Puppets Promoting Engagement and Talk in Science
International Journal of Science Education, 2008
Research into classroom interactions has shown that talk that promotes reasoning can help children in their learning of science. Such talk can only be generated when teachers are willing to take a dialogic approach that is stimulating and provides opportunities for children to articulate their ideas. This research set out to determine whether the use of large puppets would help teachers to change the nature of their whole class discourse to enhance children's talk and engagement in science. The study was carried out with 16 teachers of children aged 7 to 11 years in schools in London and Manchester, UK. Through adopting a mixture of research methods, including classroom observation and teacher and child interviews, the research provides evidence that the use of puppets significantly increases the amount of teacher discourse oriented towards reasoning and argument, and decreases the amount of talk that focuses on recall. Through the puppets, teachers also use more narrative to set the science in stimulating contexts, and encourage children in their contributions to whole class discussion. Interview data also show the positive effects of puppets on children's motivation and engagement in science. The findings have led to further major funding for professional development in the use of puppets in the UK, and research into the reasons why the use of puppets is so effective. Introduction and background The value of talk in children's learning has been well-documented since our understanding and appreciation of Vygotsky's (1962,1978) work on language and social interaction. Building on Vygotsky's legacy, the importance of talk in classrooms has been highlighted through the evidence provided by Mercer and colleagues in their extensive research into
A Cross-cultural Validation of Adapted Questionnaire for Assessing Motivation to Learn Science
African Journal of Research in Mathematics, Science and Technology Education, 2018
The aim of the present study was to examine the psychometric properties of a questionnaire adapted from Students' Motivation Towards Science Learning questionnaire developed by Tuan and colleagues, to assess motivation to learn science among Namibian Grade 12 students (N = 755). The overall reliability of the scores on the 19-item questionnaire was 0.79. The reliability of the individual factors ranged from 0.66 to 0.77. The sample was split into two for exploratory and confirmatory factor analyses. Exploratory factor analysis (N = 403) using principal components extraction with varimax rotation revealed an interpretable factor structure and the factor solution accounted for 56.1% of the total variance. The measurement model was validated by means of confirmatory factor analysis (N = 352) and the results showed that the model had adequate statistical fit for the data, with the following fit indices: χ 2 /d.f. = 1.54, RMSEA = 0.039, SRMR = 0.047, TLI = 0.94 and CFI = 0.95. Construct validity was confirmed through the assessment of convergent and discriminant validity and both were found tenable. These findings indicate that the adapted questionnaire has adequate construct validity and reliability. Moreover, the findings suggest that the adapted questionnaire is suitable for assessing Namibian Grade 12 science students' motivation to learn science.
International Journal of Childhood Education, 2021
Recent studies have shown that science, technical and technological fields are underrepresented academically and professionally from school to university level. The interests in learning such fields can be traced back from early childhood education to higher learning levels. Recent studies have shown that science, technical and technological fields are underrepresented academically and professionally from school to university level. The interests in learning such fields can be traced back from early childhood education to higher learning levels. Studies revealed that teaching and learning materials either guided or free when integrated into children's games and plays become valuable resources that create desires int learning these subjects. This study therefore, explored on the supportive teaching and learning materials employed by teachers and parents in children's game and plays to build their desire and interests of learning the subjects. The study was conducted in Kinond...
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.
Factors Affecting Biology Lesson Motivation in Secondary School Students
The Educator Journal
Motivation is a theoretical construct used to explain the initiations, direction, intensity, persistence and quantity of behaviour. It is an important determinant of learning and its outcomes, as expressed in academic performances. The proper study of motivational factors is a prerequisite for students’ effective motivation toward learning. So, a teacher should accept the effect of motivation in the instructional process and should keep knowledge of factors influencing motivation during the learning process. Hence, this study evaluates the factors affecting biology lesson motivation in secondary level students under quantitative research design. The sample of the study was randomly selected 200 students (51.5% girls and 48.5% boys) from grades nine and ten from five government-managed secondary schools. The research data was collected using a questionnaire developed by Glynn and Koballa (2006) as a science lesson motivation questionnaire and adapted by Ekici (2009) as a biology less...