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The purpose of this study was to investigate the relation between constructivist learning environment and students' motivation to learn science by testing whether students' selfefficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more opportunities for personal relevance, student negotiation, shared control, critical voice, and uncertainty for scientific knowledge is provided. Constructivist Learning Environment Survey and Science Motivation Questionnaire were administered to 243 elementary school students. The hypothesized model for students' motivation to learn science in their perceived learning environment was tested via LISREL. The results revealed that the students were negatively motivated to learn science in more constructivist learning environment. On the other hand, the findings indicated that the students were more motivated to learn science when they had more opportunities in relating science with the real world issues. Therefore, science educators should emphasize more on the connectedness of science at school to real life for motivating students to learn science.

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers’ Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students’ possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers’ TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers’ TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers’ TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed.

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The present study is based on the empathizing‐systemizing (E‐S) theory of cognitive science. It was hypothesized that the influence of students' gender on their motivation to learn science is often overestimated in the research literature and that cognitive style is more important for motivation than students' gender. By using structural equation modeling, and based on previous research, a precise causal model was formulated to test this hypothesis. Then, using multiple group confirmatory analysis, the model was tested in a cross‐cultural context that included four countries—Malaysia, Slovenia, Switzerland, and Turkey—and 1,188 upper secondary students. Data were collected using standard questionnaires on cognitive style and motivation to learn science. The results showed full mediation of systemizing—the second dimension of the E‐S theory—between gender and motivation. That is, gender had no direct impact on motivation, but systemizing explained 27% of the variation in students' motivation scores. The indirect impact of gender was significant but very low; it explained 1.5% of the variance, in favor of boys. Empathizing—the first dimension of the E‐S theory—had no impact on students' motivation scores. This causal model proved to be similar (invariant) in all four cultures. The results suggest that considering students' cognitive style, instead of or in addition to their gender, could lead to a better understanding of students' motivation to learn science. Science teaching methods that support both cognitive styles—systemizing and empathizing—could enhance students' learning of science. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 1047–1067, 2013

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