Promoting Students’ Interest and Motivation Towards Science Learning: the Role of Personal Needs and Motivation Orientations

Anni Loukomies, Dimitris Pnevmatikos, Jari Lavonen, Anna Spyrtou, Reijo Byman, Petros Kariotoglou, Kalle Juuti

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Sammanfattning

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.
Originalspråkengelska
TidskriftResearch in Science Education
Volym43
Utgåva6
Sidor (från-till)2517-2539
Antal sidor23
ISSN0157-244X
DOI
StatusPublicerad - 2013
MoE-publikationstypA1 Tidskriftsartikel-refererad

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  • 516 Pedagogik

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