Motivational patterns observed in Sixth-Grade science classrooms

Abstract

Drawing on theories of student motivation to learn and conceptual change learning in science, this article describes five patterns of student motivation observed in sixth-grade science classrooms: (a) intrinsically motivated to learn science; (b) motivated to learn science; (c) intrinsically motivated but inconsistent; (d) unmotivated and task avoidant; and (e) negatively motivated and task resistant. These motivational patterns were related in theoretically predictable ways with the learning strategies and other behaviors that the students exhibited in the classrooms. The study highlights the value of distinguishing motivation to learn from intrinsic motivation, and of distinguishing general motivational traits from situation-specific motivational states. The study also highlights the importance of considering subject-matter content in classroom motivation. Implications for motivation research and classroom practices are discussed.

Biyoloji Öğretmen Adaylarının Ders Çalışma Becerilerinin İncelenmesi

“…Discussion and Conclusions: When the general average scores of the questionnaire used in the study are considered, it seems that prospective biology teachers have deficiencies in the study skills. When it is emphasized that motivation is one of the key components of knowledge building in the mind (Brophy, 1998, Lee & Brophy, 1996 and that the students with low achievements have also low motivational beliefs (Aluçdibi & Ekici, 2007;Andrew & Vialle, 1998;Pajares, 1996;Schunk, 1991), the importance of motivation in terms of study skills is increasing. Additionally, the study was founded that males and females have similar features in terms of study skills.…”

Contextual and Situational Motivation in Education: A Test of the Specificity Hypothesis

“…The authors suggested that participatory learning, social support and group problem-solving can increase intrinsic interest in science. Furthermore, using a combination of observations and informal interviews, Lee and Brophy (1996) identified patterns of motivation in sixth-grade science similar to the types of motivation described by self-determination theory. The motivational pattern which was similar to intrinsic motivation was characterized by curiosity for learning, high levels of attention and contributions to class discussions.…”

A Multidimensional Framework of Collaborative Groups’ Disciplinary Engagement

“…First, these data were from secondary sources collected from past projects and although raters were trained to become familiar with the curriculum materials, we anticipate that most users of this rubric would be studying curricular contexts with which they are highly familiar. Second, we asked raters to examine interactions among members of the group, which is more complex than observing individuals' engagement (e.g., Lee & Brophy, 1996), capturing the nature of collective interaction as students present a contribution and other groupmates' responses by accepting, ignoring or rejecting with or without rationale (Barron, 2000). Furthermore, raters observe engagement across 5minutes, with fluctuation in quality typical within that timeframe, and being tasked with selecting the rating that best represents the majority of that time.…”