Advertisement

Analysis of Motivational Orientations in Science Education

  • Kristina ZoldosovaEmail author
  • Pavol Prokop
Article

Pupils' motivation and interest are identified as important influences on learning. Motivational orientation is a construct that links motivation and epistemology. This study attempted to explore motivational orientation as it relates to science education and two different instructional approaches. A published instrument standardized with a population from the United Kingdom that purports to identify students' preferred motivation orientations as social, consciousness, effort, or curiosity was applied to two instructional contexts (traditional school program and field centre program) in primary schools in Slovakia. Results indicated that a very high percentage of the pupils could not be classified into one of the four categories, that the traditional classroom sample differed significantly from the United Kingdom population, and that the preferred motivational orientations expressed by the pupils in the field centre sample did not differ significantly from those expressed by the pupils in the traditional classroom sample.

Key Words

field education motivational orientations primary science education 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Adar, L. (1969). A theoretical framework for the study of motivation in education. School of Education, The Hebrew University, Jerusalem.Google Scholar
  2. Anderman, E.M. & Young, A.J. (1994). Motivation and strategy use in science - individual differences and classroom effect. Journal of Research in Science Teaching, 38, 811–831.CrossRefGoogle Scholar
  3. Barbuto, J.E. & Scholl, R.W. (1998). Motivation sources inventory: Development and validation of new scales to measure an integrative taxonomy of motivation. Psychological Reports, 82, 1011–1022.CrossRefGoogle Scholar
  4. Bergin, D.A. (1999). Influences of classroom interest. Educational Psychologist, 34, 87–98.CrossRefGoogle Scholar
  5. Bertrand, Y. (1993). Théories contemporaines de l'éducation (Contemporary theories in education). Agence d'ARC, Ottawa.Google Scholar
  6. Bochner, S. (1996). The learning strategies of bilingual versus monolingual students. British Journal of Educational Psychology, 66, 83–93.Google Scholar
  7. Cherubini, G., Zambelli, F. & Boscolo, P. (2002). Student motivation: An experience of inservice as a context for professional development of teachers. Teaching and Teacher Education, 18, 273–288.CrossRefGoogle Scholar
  8. Farkas, R.D. (2003). Effects of traditional versus learning-styles instructional methods on middle school students. Journal of Educational Research, 97, 42–51.Google Scholar
  9. Felder, R.M. & Henriques, E.R. (1995). Learning and teaching styles in foreign and 2nd language education. Foreign Language Annals, 28, 21–31.CrossRefGoogle Scholar
  10. Fontana, D. (1995). Psychology for teachers. Macmillan, Hampshire, UK.Google Scholar
  11. Gibson, H. & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students' attitudes toward science. Science Educator, 86, 693–705.CrossRefGoogle Scholar
  12. Givvin, K.B., Stipek, D.J., Salmon, J.M. & MacGyvers, V.L. (2001). In the eyes of the beholder: Students' and teachers' judgments of students' motivation. Teaching and Teacher Education, 17, 321–331.CrossRefGoogle Scholar
  13. Glennon-Salisbury, J.D. & Stevens, R.S. (1999). Addressing preservice teachers' conceptions of motivation. Teaching and Teacher Education, 15, 741–752.CrossRefGoogle Scholar
  14. Gott, R. & Duggan, S. (1996). Practical work: Its role in the understanding of evidence in science. International Journal of Science Education, 18, 791–806.Google Scholar
  15. Hanrahan, M. (1998). The effect of learning environmental factors on students' motivation and learning. International Journal of Science Education, 20, 737–753.Google Scholar
  16. Hanrahan, M. (2000). Motivating science learning in the middle year. The Queensland Science Teacher, 28, 16–17.Google Scholar
  17. Hassandra, M., Goudas, M. & Chroni, S. (2003). Examining factors associated with intrinsic motivation in physical education: A qualitative approach. Psychology of Sport and Exercise, 4, 211–223.CrossRefGoogle Scholar
  18. Hidi, S. (2000). An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation. In C Sansone & J.M. Harackiewicz (Eds), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 309–339). Academic, San Diego, CA.Google Scholar
  19. Holden, T.G. & Yore, L.D. (1996). Relationships among prior conceptual knowledge, metacognitive awareness, metacognitive self-management, cognitive style, perception-judgment style, attitude toward school science, self-regulation, and science achievement in grade 6–7 students. Resources in Education (ERIC), ED395823.Google Scholar
  20. Johnstone, A.H. & Al-Naeme, F.F. (1995). Filling a curriculum gap in chemistry. International Journal of Science Education, 17, 219–232.Google Scholar
  21. Kempa, R.F. & Ayob, A. (1995). Learning from group work in science. International Journal of Science Education, 17, 743–754.Google Scholar
  22. Knox, K.L., Moynihan, J.A. & Markowitz, D.G. (2003). Evaluation of short-term impact of a high school summer science program on students' perceived knowledge and skills. Journal of Science Education and Technology, 12, 471–478.CrossRefGoogle Scholar
  23. Lin, Y.G., McKeachie, W.J. & Kim, Y.C. (2001). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13, 251–258.CrossRefGoogle Scholar
  24. Mantle, G. & Heath, S. (1986). The use of urban open spaces for environmental education. Journal of Biological Education, 20, 279–286.Google Scholar
  25. Mares, J. (1998). Styly uceni zaku a studentu (Pupils and students learning styles). Portal, Prague.Google Scholar
  26. Markowitz, D.G. (2004). Evaluation of the long-term impact of a university high school summer science program on students' interest and perceived abilities in science. Journal of Science Education and Technology, 13, 395–407.CrossRefGoogle Scholar
  27. McCarthy, B. (1985). What 4MAT training teaches us about staff development. Educational Leadership, 42, 61–68.Google Scholar
  28. Nolen, S.B. (1988). Motivational orientations and study strategies. Cognition and Instruction, 5, 269–287.CrossRefGoogle Scholar
  29. Nolen, S.B. (2003). Learning environment, motivation, and achievement in high school science. Journal of Research in Science Teaching, 40, 347–368.CrossRefGoogle Scholar
  30. Nolen, S.B. & Haladyna, T.M. (1990). Motivation and studying in high school science. Journal of Research in Science Teaching, 27, 115–126.CrossRefGoogle Scholar
  31. Ryan, R.M. & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.CrossRefPubMedGoogle Scholar
  32. Salmi, H. (1993). Science centre education: Motivation and learning in informal education. PhD thesis, University of Helsinki, Finland.Google Scholar
  33. Salmi, H. (2003). Science centers as learning laboratories: Experiences of Heureka, the Finnish science centre. Journal of Science Education and Technology, 25, 460–476.Google Scholar
  34. Smits, P.B.A., Verbeek, J.H.A.M., Nauta, M.C.E., Ten Cate, T.J., Metz, J.C.M. & van Dijk, F.J.H. (2004). Factors predictive of successful learning in postgraduate medical education. Medical Education, 38, 758–766.CrossRefPubMedGoogle Scholar
  35. Spaulding, C.L. (1992). Motivation in the Classroom. McGraw Hill: New York.Google Scholar
  36. Stefanou, C. & Parkes, J. (2003). Effect of classroom assessment on student motivation in fifth-grade science. Journal of Educational Research, 93, 152–162.CrossRefGoogle Scholar
  37. Stutsky, B.J. & Laschinger, H.K.S. (1995). Changes in student learning styles and adaptive learning competences following a senior preceptorship experience. Journal of Advanced Nursing, 21, 143–153.CrossRefPubMedGoogle Scholar
  38. Su, W.Y. (1991). A study of student learning through lectures based on information processing theory. PhD Thesis, University of Glasgow, Scotland.Google Scholar
  39. Tatar, D. & Robinson, M. (2003). Use of the digital camera to increase student interest and learning in high school biology. Journal of Science Education and Technology, 12, 89–95.CrossRefGoogle Scholar
  40. Tomkins, S.P. & Tunnicliffe, S.D. (2001). Looking for ideas: Observation, interpretation and hypothesis-making by 12-year-old pupils undertaking science investigations. International Journal of Science Education, 23, 791–813.CrossRefGoogle Scholar
  41. Tunnicliffe, S.D. (2000). Developing field visits for facts and feeling. Field Studies, 9, 555–567.Google Scholar

Copyright information

© Springer Science+Business Media, Inc. 2005

Authors and Affiliations

  1. 1.Katedra chémiePedagogická Fakulta Trnavkey UniversityTrnavaSlovakia
  2. 2.Katedra biológiePedagogická Fakulta Trnavkey UniversityTrnavaSlovakia

Personalised recommendations