Journal of Science Teacher Education

, Volume 23, Issue 6, pp 673–696 | Cite as

Fostering Pre-service Teachers’ Self-Determined Environmental Motivation Through Green Chemistry Experiments

  • Mageswary KarpudewanEmail author
  • Zurida Ismail
  • Wolff-Michael Roth


The global environmental crisis intensifies particularly in developing nations. Environmental educators have begun to understand that changing the environmental impact requires not only changes in pro-environmental knowledge and attitudes but also in associated, self-determined motivation. This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers’ environmental motivation. Two comparable groups of pre-service teachers participated in this study. The students in the experimental group (N = 140) did green chemistry experiments whereas the control group (N = 123) did equivalent experiments in a traditional manner. Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales. The qualitative analysis of interview data suggests that the changes are predominantly due to the personal satisfaction that participants derived from engaging in pro-environmental behavior.


Green chemistry Self-determined environmental motivation Pro-environmental behaviors Pre-service teachers 


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Copyright information

© The Association for Science Teacher Education, USA 2012

Authors and Affiliations

  • Mageswary Karpudewan
    • 1
    Email author
  • Zurida Ismail
    • 1
  • Wolff-Michael Roth
    • 2
  1. 1.School of Educational StudiesUniversiti Sains MalaysiaPenangMalaysia
  2. 2.School of Education and Professional Studies, Mt Gravatt CampusGriffith UniversityHolland Park WestAustralia

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