Motivation and affect toward learning science among preservice elementary school teachers: Implications for classroom teaching
- Cite this article as:
- Cavallo, A.M.L., Miller, R.B. & Saunders, G. J Elem Sci Edu (2002) 14: 25. doi:10.1007/BF03173846
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Positive motivation and affect toward learning science are valued qualities among elementary school teachers. Such positive dispositions toward science may translate to increased teaching of science and greater general interest in the subject, ultimately benefiting the students in the teachers’ classrooms. Specific motivational and affective qualities distinguished in the literature as particularly relevant to the teaching and learning of science include motivational goal orientation and self-concept of ability. In addition, a variable that seems to promote elementary teachers’ positive attitude and interest in science teaching is experience with inquiry-based science instruction such as the learning cycle. The purpose of this study was to explore relationships between motivational goal orientation and self-concept of ability as preservice elementary teachers (N=45) participate in a science learning cycle during methods course instruction. The results indicated significant positive relationships among self-concept of ability and learning goal orientation as the teachers engaged in the learning cycle. Implications of this study include an emphasis on inquiry-based teaching procedures in teacher education programs to help promote positive motivational and affective dispositions among new teachers.