Conceptions of Learning and Intrinsic Motivation in Different Learning Environments

Negovan, Valeria; Sterian, Mihaela; Colesniuc, Gabriela-Mihaela

doi:10.1016/j.sbspro.2015.03.119

Cited by 22 publications

(18 citation statements)

References 14 publications

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“…Other correlations were not significant. Female students showed a greater intrinsic motivation, which is in agreement with other recent findings (Hakan and Münire, 2014; Lee and Kim, 2014; Meece and Holt, 1993; Negovan et al, 2015). Intrinsically motivated learners achieve better results on knowledge tests and have a highly positive learning self‐concept (Sarwat Mubeen and Arif, 2013).…”

Section: Resultssupporting

confidence: 93%

Classroom versus Outdoor Biology Education Using a Woody Species Identification Digital Dichotomous Key

Laganis

Prosen²,

Torkar

2017

Natural Sciences Education

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The effectiveness of outdoor education in comparison to classroom (indoor) education and the acceptance of biology apps by students is still largely unknown. To bridge this gap, a quasi-experiment was performed with secondary school students within each of the schools. Students used a digital dichotomous key to identify woody species. One school performed outdoor identification and the other indoor identification. The students completed a pre-test and post-test on botanical knowledge, and they completed questionnaires about their attitudes toward the key and their attitudes toward biology and learning. The identification of plants with the app proved to be successful in promoting learning regardless of the learning scenario. The comparable results of the indoor and outdoor tasks indicate that the app itself is effective for learning about plants. There were no significant gender-related differences in knowledge results and opinions about the usefulness of biological keys. The key was very well accepted by students and it has proven to be an effective, interesting, and convenient learning tool for identifying organisms that allows experiential learning and learning about biology during the identification process. Published in Nat. Sci. Educ. 46 (2017) doi:10.4195/nse2016.11.0032 Received 19 Nov. 2016 Accepted 12 Jan. 2017 Copyright © 2017 by the American Society of Agronomy 5585 Guilford Road, Madison, WI 53711 USA All rights reserved core ideas • The digital identification key proved to be successful in promoting learning, regardless of the learning scenario.• Students who gained better results on the tests also had a better opinion about the app and its usefulness for learning about organisms.• No major gender-related differences were found in attitudes toward the use of this app and in knowledge.

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Section: Resultssupporting

confidence: 93%

Classroom versus Outdoor Biology Education Using a Woody Species Identification Digital Dichotomous Key

Laganis

Prosen²,

Torkar

2017

Natural Sciences Education

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“…It can stimulate students' critical thinking skills. This is in accordance with the opinion of Negovan, Sterian, and Colesniuc (2015) which states that someone who thinks critically will see problems from various sides and can produce solutions to these problems. According to Beltramo (2017) they use their imagination to think about the various possibilities that arise from the problems faced, then will plan a solution.…”

Section: Figure 11 Results Of Learning Media Validation By Media Expsupporting

confidence: 90%

“…It is because the media has attractive colors, equipped with sound so that students are not saturated with reading. Based on the result of Negovan, Sterian, and Colesniuc (2015), students who have high motivation will have a stronger learning concept. Students will understand that learning is about a process of social development, selfchange, and is an ongoing process and is a task that must be carried out.…”

Section: Figure 11 Results Of Learning Media Validation By Media Expmentioning

confidence: 99%

Interactive media of respiratory system material “resysmart” based on problem-based learning

Ningsih

Miarsyah

Rusdi

2019

JPBI

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The meaningful learning of respiratory system will be enacted by students through the utilization of problem-based learning interactive media. This study aimed to develop problem-based interactive learning media on respiratory system material. This Research and Development (R&D) was conducted based on Borg and Gall with ten stages, namely: 1) research and Information collecting, 2) planning, 3) developing, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination. The results of the research showed that the materials score achieved by the media developed was 90% (very good), while the media presentation score was 83% (very good); in addition, the language score gained was 99% (very good). Thus, the average score was 91 % (very good) which means that the interactive learning media developed was recognized as very good to be implemented in respiratory system learning for eleventh graders. To go further, the teachers and students gave their response to the media as high as 80% (very good) and 89% (very good) respectively. To conclude, "resysmart" interactive media is strongly recommended to be used in respiratory system learning for eleventh graders.

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“…They determine their target in speaking skill by sharing one another. It is accordance with the learning conception and learning orientation; personal goals, intentions, motives, expectations, attitudes, concerns, and doubts with regard to their studies (Negovana, Sterianb, & Colesniucc, 2015 ). They have only one purpose in this program, being a good speaker in English.…”

Section: Commitmentsupporting

confidence: 66%

Commitment, Community and Bravery: The Core Activities in Endorsing Speaking Skill by English Camp Program

Manan

2018

ERJEE

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Speaking skill is the prominent thing in verbal communication due to most students of university got the difficulties in practicing it. English camp program becomes a way out to boost students' speaking performance. Hence, this research is aimed to know the English speaking competence by means of English Camp Program (ECP). By applying a case study, some students of Mathematic Education of STKIP Muhammadiyah Kuningan were chosen as the participants. The research concerns on the three categories of ECP activities; commitment, community, and bravery. Those factors are so simple but they are very important to lead the students to practice English speaking, to create natural situation in practice and to strengthen their English speaking performance. This study revealed that ECP gives a positive impact on students' speaking skill. ECP can give a new experience of students who join the English Program without any obstacles in practicing; many chances, free topics and experience exploration. ECP is a simple activity that can create a big result in speaking English skill.

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Conceptions of Learning and Intrinsic Motivation in Different Learning Environments

Cited by 22 publications

References 14 publications

Classroom versus Outdoor Biology Education Using a Woody Species Identification Digital Dichotomous Key

Classroom versus Outdoor Biology Education Using a Woody Species Identification Digital Dichotomous Key

Interactive media of respiratory system material “resysmart” based on problem-based learning

Commitment, Community and Bravery: The Core Activities in Endorsing Speaking Skill by English Camp Program

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