Abstract
In many classrooms around the world, teachers encounter challenges with student motivation. However, motivation is a complex construct that is not easily understood. Abraham Maslow began to unravel some of the complexities of motivation in his 1943 publication, A Theory of Human Motivation. Maslow, a humanistic psychologist, believed that motivation is determined by both internal and external factors. He held a holistic view of human motivation and considered an individual as more than the sum of its parts. This chapter examines the life of Abraham Maslow and the development of his theory of human motivation. It investigates Maslow’s hierarchy of needs that motivate individuals. These needs include: physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs. Maslow’s theory postulates that once the most foundational needs are met, other desires emerge to fuel human motivation. The second part of this chapter provides implications of Maslow’s theory for science educators. For each of the needs in the hierarchy, practical strategies are listed to help science teachers understand how to meet and motivate each individual student. The suggested strategies will help teachers strategically and tactfully enhance student motivation and learning in the science classroom.
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The author would like to thank Melissa Jurkiewicz and Ryan Nixon for providing thoughtful feedback on drafts of this chapter.
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Navy, S.L. (2020). Theory of Human Motivation—Abraham Maslow. In: Akpan, B., Kennedy, T.J. (eds) Science Education in Theory and Practice. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-43620-9_2
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