과학교육학 학위논문 요약과 종합해설
Motivation to Learn Science in Middle School Classrooms
Science educators have been concerned that many students do not expend the necessary effort in classroom situations to achieve scientific understanding. This study examined issues of student motivation in science classrooms according to two research traditions: (a) conceptual change in science and (b) student motivation.
Three research questions were examined: (a) What are the patterns of task engagement (i.e., choice of goals and strategies); (b) what are the key factors related to those patterns; and (c) what happens to student motivation when students succeed or fail in academic achievement after a period of instruction?
One particular interest of this study was student motivation to learn science. Motivated students engage in classroom tasks with the goal of achieving scientific understanding as they try to: (a) integrate their personal knowledge with scientific knowledge and (b) apply scientific knowledge to describe, explain, predict, and control the world around them.
Twelve sixth grade students from two classrooms in a Midwestern urban school district participated in this study. Based on the conceptual change approach, the curriculum materials and instruction were designed to provide extensive support for students to achieve scientific understanding of kinetic molecular theory. Various types of data were collected during several phases of instruction (i.e., before, during, and after) through classroom observations, clinical interviews, and other formal and informal interviews. Data analyses combined both formal and informal analysis techniques.
The results show six different patterns of task engagement in science classrooms. Some students were motivated to learn science and exhibited high quality of task engagement to achieve the goal of scientific understanding, while others chose low quality of task engagement to achieve alternative goals. The patterns of task engagement were related to four factors: (a) students’ interpretations of the nature of classroom tasks, (b) students’ success or failure to make progress in scientific understanding, (c) students’ general goal orientations in science class, and (d) to a limited extent, students’ affective orientations toward science. Finally, success or failure in academic achievement after unit instruction was related to changes in students’ goal orientations and affective orientations, but not consistently across the students.
Dissertation study by Okhee Lee
Advisor: Charles W. Anderson
Michigan State University, 1989
Okhee Lee CV.doc
이옥희 "Lee-Salwen, Okhee" <firstname.lastname@example.org>
University of Miami