The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

Ardura, Diego; Zamora, Ángela; Pérez‐Bitrián, Alberto

doi:10.1039/d0rp00168f

Cited by 14 publications

(24 citation statements)

References 109 publications

(215 reference statements)

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“…According to the social cognitive perspective, students form their motivational structure by construing information from their school environment (among other sources) and there is evidence for the effect of several school features in students' motivation to learn science (Ardura et al, 2021). Among school features, students' sense of previous performance in science tasks and activities (mastery experience) significantly predicts their science self-efficacy (e.g., Britner & Pajares, 2006); students' sense of their science teacher, the school's specific goals, purposes and values also seem to play a significant role in students' motivation to learn science (e.g., Vedder-Weiss & Fortus, 2013).…”

Section: Introductionmentioning

confidence: 99%

Exploring Factors That Affect Undergraduate Students' Motivation to Learn Chemistry and Physics

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Koulougliotis

2022

JBSE

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The pivotal role of motivation in fostering science learning has long been recognized and it is a field of active research worldwide. This research aimed at examining the effect of three different factors (used as independent variables) on shaping the motivation of undergraduate students for chemistry and physics learning via multiple regression analysis. Motivation (dependent variable) was measured via the use of the chemistry and physics-specific versions of Science Motivation Questionnaire II (SMQ II). The participants were 281 full-time undergraduate students in three different academic departments of a Greek tertiary education institution. Students’ gender was shown to exert an effect of small size on their motivation for chemistry and physics learning, while a larger, however mostly small effect, was observed with regard to the students’ academic major. Students’ academic experience from the attendance of physics and chemistry courses was measured via an instrument which was developed specifically for this research, and it was shown to be the most influential factor affecting their respective learning motivations. In addition, strong evidence was provided that the academic experiences acquired during tertiary education have a significantly more intense effect in configuring students’ motivation to learn either chemistry or physics relative to the ones obtained in the immediate past referring to the previous educational grade (secondary education). Keywords: academic major, gender effect, quantitative research, science learning, students’ experiences

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Section: Introductionmentioning

confidence: 99%

Exploring Factors That Affect Undergraduate Students' Motivation to Learn Chemistry and Physics

Σάλτα

Koulougliotis

2022

JBSE

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“…This assumption is reinforced by van Brederode et al ( 2020) who mentioned that a way to promote student attitudes during laboratory work is to involve them in designing experimental procedures with their colleagues. When students have schoolmates who are more interested in chemistry and have positive chemistry attitudes, it is possible for students to arouse their attitudes and performance during laboratory activities (Ardura, Zamora & Perez-Bitrian, 2020).…”

Section: Discussionmentioning

confidence: 99%

The impact of research-oriented collaborative inquiry learning on pre-service teachers' scientific process skills and scientific attitudes

Irwanto

2022

J. Technol. Sci. Educ.

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In the past decade, scientific process skills and scientific attitudes are widely regarded as essential factors influencing students’ achievement and their future career choices. Unfortunately, previous literature found that students’ scientific skills and attitudes tend to be unsatisfactory. Thus, cultivating students’ skills and attitudes is seen as a fundamental goal in science education. This research sought to promote scientific process skills and scientific attitudes of pre-service chemistry teachers using REORCILEA (Research-Oriented Collaborative Inquiry Learning). In this quasi-experimental research, a one-group pretest and posttest design was utilized. A total of 50 pre-service teachers (6 males and 44 females) at a medium-sized public university in Indonesia were recruited for this study. In order to gather data, the Scientific Process Skills Observation Checklist (SPSOC) and the Scientific Attitude Survey (SAS) were administered before and after the intervention. The data obtained in this study were analyzed through a paired-samples t-test and Cohen’s d. The results showed a significant increase from pretest to posttest in scientific process skills and scientific attitude scores during treatment, each with a high effect size. It can be summarized that REORCILEA is effective in fostering scientific skills and positive attitudes of pre-service chemistry teachers to a satisfactory level. It is recommended for educators to apply REORCILEA to other college chemistry courses to improve their performance.

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“…74) Vor 100 Jahren erschien der erste Artikel, für den Wissenschaftler Faktoren des Lernerfolgs in Chemie empirisch untersucht hatten. 75) Auch heute noch wird der Einfluss sowohl kognitiver 76) als auch affektiver Faktoren wie Motivation 77) untersucht. Aktuelle Forschungsprojekte haben untersucht, warum Studierende in Deutschland ihr Studium abbrechen.…”

Section: Lernerfolg In Der Hochschuleunclassified

Trendbericht Chemiedidaktik 2021

Gökkus¹,

Willke²,

Pölloth³

et al. 2021

Nachr Chem

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rkenntnisse der Fachwissenschaft, Veränderungen der Lernvoraussetzungen sowie gesellschaftliche und politische Entwicklungen, darunter Klimawandel, Nachhaltigkeit, Mobilität und Digitalisierung, erfordern, dass sich die Lehre in der Chemie kontinuierlich erneuert und thematisch aktualisiert. Diesen Prozess unterstützt und begleitet die chemiedidaktische Forschung wissenschaftlich. Dafür ist der Austausch mit der Fachwissenschaft Alle Trendberichte seit dem Jahr 2000 unter gdch.link/virtualissue 8 Bildung + Gesellschaft Nachrichten aus der Chemie| 69 | Dezember 2021 | www.gdch.de/nachrichten

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The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

Abstract: The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in...

Cited by 14 publications

References 109 publications

Exploring Factors That Affect Undergraduate Students' Motivation to Learn Chemistry and Physics

Exploring Factors That Affect Undergraduate Students' Motivation to Learn Chemistry and Physics

The impact of research-oriented collaborative inquiry learning on pre-service teachers' scientific process skills and scientific attitudes

Trendbericht Chemiedidaktik 2021

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