The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment

Autor/inn/en	Slovinsky, Ekaterine; Kapanadze, Marika; Bolte, Claus
Titel	The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 8, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Science and Society; Science Education; Program Effectiveness; Teaching Methods; Context Effect; School Location; Private Schools; Public Schools; Rural Urban Differences; Gender Differences; Student Satisfaction; Student Motivation; Student Interests; Secondary School Students; Active Learning; Inquiry; Inservice Teacher Education; Science Teachers; Foreign Countries; Georgia Republic + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulgelände; Private school; Privatschule; Public school; Öffentliche Schule; Stadt-Land-Beziehung; Geschlechterkonflikt; Schulische Motivation; Studieninteresse; Sekundarschüler; Aktives Lernen; Lehrerfortbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	This paper reports about the effect of an innovative, context-based science teaching and learning program on student intrinsic motivation. The intervention aimed at promoting Inquiry-Based Science Education (IBSE) in close collaboration with teachers throughout the academic year by developing and implementing socio-scientific, context-based, innovative, three-stage modules. The Motivational Learning Environment (MoLE) model and questionnaire was used to measure the impact of context-based science modules on the motivation of sixth to eleventh graders at secondary schools in Georgia. Students' wish- to reality-differences data were analyzed concerning the seven dimensions of the Motivational Learning Environment model. As a result of a one-year training program we observed statistically significant differences in two dimensions for the treatment classes (compared to the control classes) in pre- and post-test results. The study suggests more education systems should consider context-based, socio-scientific science teaching as a leading approach to enhance students' motivation and interest in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01