Abstract
Taking as a basis a conceptualisation of personal challenge having both cognitive/metacognitive (thinking) and affective (feeling) components, the nature and extent of perceived challenge in learning and teaching science were explored for seven teachers and thirty-seven students in five secondary schools over a period of five months. Findings suggest that many secondary students are not challenged by the science they learn in school. Similary, many secondary science teachers are insufficiently challenged by the task of teaching. There are indications, however, that science teaching and learning attitudes and practices can be improved if teachers work to diagnose and change key classroom factors that influence level of perceived challenge in learning.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Ames, C. (1992). Achievement goals and the classroom motivational climate. In D.H. Schunk & J. L. Meece (Eds.),Student perceptions in the classroom. Hillsdale, NJ: Lawrence Erlbaum.
Anderson, R. (1991, April).A triphasic model of the teaching-learning environment based on constructivist principles. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Lake Geneva, WI.
Baird, J. R. (Ed.). (1992).Shared adventure: A view of quality science teaching and learning. Monash University. (Monograph: 610 pp.).
Baird, J. R. (Ed.). (1993).Exploring quality in science learning: A report of the IQLIS Project. Monash University. (Monograph: 320 pp.)
Baird, J. R. (1994). A framework for improving educational practice: Individual challenge; Shared adventure. In J. Edwards (Ed.),Thinking: International and interdisciplinary perspectives. Melbourne: Hawker Brownlow Education.
Baird, J. R., & Penna, C.Perceptions of challenge in science learning. Paper submitted for publication.
Baird, J. R., Walker, M., & Baird, D.C. (1995, July).Curriculum improvement through collaborative, focused reflection on classroom practice. Paper presented at the annual meeting of the Australian Curriculum Studies Association, Melbourne.
Biggs, J. (1987).The process of learning, Sydney: Prentice Hall.
Boekaerts, M. (1986). Motivation in theories of learning.International Journal of Educational Research, 10(2), 129–141.
Corno, L. (1993). The best-laid plans. Modern conceptions of volition and educational research.Educational Researcher, 22(2), 14–22.
Deci, E. L., & Ryan, R. M. (1992). The initiation and regulation of intrinsically motivated learning and achievement. In A. K. Boggiano & T. S. Pittman (Eds.),Achievement and motivation: A social-developmental perspective. Cambridge, UK: Cambridge University Press.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.),Handbook of research on teaching (Vol. 3). New York: Macmillan.
Evans, G. (1988). Teaching for learning.Unicorn, 14(4), 235–241.
Hattie, J., & Watkins, D. (1988). Preferred classroom environment and approach to learning.British Journal of Educational Psychology, 58, 345–349.
Marton, F., & Saljo, R. (1976). On qualitative differences in learning: I—Outcome and process.British Journal of Educational Psychology, 46, 4–11.
Maykut, P., & Morehouse, R. (1994).Beginning qualitative research: A philosophic and practical guide. London: Falmer Press.
Pajares, F. (1995, April).Self-efficacy in academic settings. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Pintrich, P. R., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. H. Schunk & J. L. Meece (Eds.),Student perceptions in the classroom. Hillsdale, NJ: Lawrence Erlbaum.
Schunk, D. H. (1987, August).Self-efficacy and cognitive achievement. Paper presented at the American Psychological Association, New York.
Shanoski, L. A., & Hranitz, J.R. (1991, February).A foundation for excellence in teaching. Paper presented at the Association of Teacher Educators, New Orleans, LA.,
Skinner, E. A., & Chapman, M. (1984). Control beliefs in an action perspective.Human Development, 27, 129–133.
Stevenson, R. (1990). Engagement and cognitive challenge in thoughtful social studies classes: A study of student perspectives.Journal of Curriculum Studies, 22(4), 329–341.
Stipek, D., J. (1993a). Intrinsic motivation. In D. H. Schunk & J. L. Meece (Eds.),Student perceptions in the classroom. Hillsdale, NJ: Lawrence Erlbaum.
Stipek, D. J. (1993b). Defining achievement motivation. In D. H. Schunk & J. L. Meece (Eds.),Student perceptions in the classroom. Hillsdale, NJ: Lawrence Erlbaum.
Spaulding, C. L. (1992).Motivation in the classroom. New York; McGraw Hill.
Tuckman, B. W. (1994, April).Comparing incentive motivation to metacognitive strategy in its effect on achievement. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Baird, J.R., Penna, C. Challenge in learning and teaching science. Research in Science Education 26, 257–269 (1996). https://doi.org/10.1007/BF02356938
Issue Date:
DOI: https://doi.org/10.1007/BF02356938