Investigating the Influence of Motivation on Students’ Conceptual Learning Outcomes in Web-based vs. Classroom-based Science Teaching Contexts
Tóm tắt
The purposes of this study were to investigate students’ conceptual learning outcomes and the effect of motivation on students’ conceptual learning outcomes in two different contexts: a Web-based and a classroom-based instruction, which incorporated the Dual Situation Learning Model (DSLM). Nine classes of Grade eight students (N = 190) were involved in the study; five classes participated in a Web-based context and four classes in a regular classroom-based context. The topic covered was chemical reaction. Students’ conceptual change outcomes were assessed using eight two-tier pre/post conceptual tests during the instruction and the reaction rate integrated conceptual test at the end of the instruction. Students’ motivation data were collected in the beginning and during instruction using the items from the Students’ Motivation Toward Science Learning (SMTSL) questionnaire. The data were analyzed using ANOVA, ANCOVA, bivariate correlation, and multiple regression analysis. Findings revealed that students’ motivational factors were correlated significantly with their conceptual learning outcomes in both Web-based and classroom-based science teaching. In the Web-based context, students’ motivation during the Web-based learning played a more important role on students’ conceptual learning outcomes than before learning.
Tài liệu tham khảo
Ainley, M. (2006). Connecting with learning: Motivation, affect and cognition in interest processes. Educational Psychology Review, 18(4), 391–405.
Ainley, M., Hillman, K., & Hidi, S. (2002). Gender and interest processes in response to literary texts: Situational and individual interest. Learning and Instruction, 12(4), 411–428.
Arnaudin, M., & Mintzes, J. (1985). Students’alternative conceptions of the human circulatory system: A cross-age study. Science Education, 69(5), 721–733.
Banet, E., & Nunez, F. (1997). Teaching and learning about human nutrition: a constructivist approach. International Journal of Science Education, 19(10), 1169–1194.
Chiu, M., & Lin, J. (2005). Promoting fourth graders’ conceptual change of their understanding of electric current via multiple analogies. Journal of Research in Science Teaching, 42(4), 429–464.
Connell, J. P. (1990). Context, self and action: A motivational analysis of self-system processes across the life-span. In D. Cicchetti & M. Beeghly (Eds.), The self in transition: Infancy to childhood (pp. 61–97). Chicago: University of Chicago Press.
Cosgrove, M., Osborne, R., & Carr, M. (1985). Using practical and technological problems to promote conceptual change, aspects of understanding electricity international workshop. Institut fur die Pedagogik der Naturwissenschaften.
Deci, E. L., Ryan, R., & Koestner, R. (2001). The pervasive negative effects of rewards on intrinsic motivation: response to Cameron. Review of Educational Research, 71, 43–51.
Dekkers, P., & Thijs, G. D. (1998). Making productive use of students’ initial conceptions in developing the concept of force. Science Education, 82(1), 31–51.
Duit, R., & Treagust, D. F. (2003). Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
Dweck, C., Mangels, J., & Good, C. (2004). Motivational effects on attention, cognition, and performance. In D. Dai & R. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives and intellectual functioning and development (pp. 41–56). Mahwah: Lawrence Erlbaum.
Fischbein, E., Stavy, R., & Ma-Naim, H. (1989). The psychological structure of naive impetus conceptions. International Journal of Science Education, 11(1), 71–81.
Flowerday, T., Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader engagement. The Journal of Experimental Education, 72(2), 93–116.
Garcia, T., & Pintrich, P. R. (1996). Assessing students’ motivation and learning strategies in the classroom context: The motivated strategies for learning questionnaire. In M. Birenbaum & F. J. R. C. Dochy (Eds.), Alternatives in assessment of achievements, learning processes, and prior knowledge (pp. 319–339). Boston: Kluwer.
Hackling, M., & Garnett, P. (1985). Misconceptions of chemical equilibrium. International Journal of Science Education, 7(2), 205–214.
Hameed, H., Hackling, M., & Garnett, P. (1993). Facilitating conceptual change in chemical equilibrium using a CAI strategy. International Journal of Science Education, 15(2), 221–230.
Jersild, A. T. (1927). Mental set and shift. New York: Columbia University.
Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. In M. Limaon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115–135). Boston: Kluwer.
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119–137.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: a taxonomy of intrinsic motivations for learning. Aptitude, Learning, and Instruction, 3, 223–253.
Neale, D. C., Smith, D., & Johnson, V. G. (1990). Implementing conceptual change teaching in primary science. The Elementary School Journal, 91(2), 109–131.
Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: toward a principled teaching strategy. Instructional Science, 11(3), 183–200.
Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853–1881.
Peng, H. Y., Yen, H.C., & Tuan, H. L. (2008). Investigating the effect of motivation on conceptual change in E-learning context. Paper presented at the Conference of Asian Science Education, Kaohsiung, Taiwan, February, 20–23.
Pintrich, P. R. (1999). Motivational beliefs as resources for and constraints on conceptual change. In P. R. Pintrich, W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 33–50). Amsterdam: Pergamon/Elsevier.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92–104.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66(2), 211–227.
Sanger, M., & Greenbowe, T. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22(5), 521–537.
Schraw, G. (1997). Situational interest in literary text. Contemporary Educational Psychology, 22(4), 436–456.
She, H. C. (2003). DSLM instructional approach to conceptual change involving thermal expansion. Research in Science and Technological Education, 21(1), 43–54.
She, H. C. (2004a). Facilitating changes in ninth grade students’ understanding of dissolution and diffusion through DSLM instruction. Research in Science Education, 34(4), 503–525.
She, H. C. (2004b). Fostering radical conceptual change through dual-situated learning model. Journal of Research in Science Teaching, 41(2), 142–164.
She, H. C., & Lee, C. Q. (2007). SCCR digital learning system for scientific conceptual change and scientific reasoning. Computers & Education, 51(2), 724–742.
She, H. C., & Liao, Y. W. (2007). Fostering scientific conceptual change and scientific reasoning through a Web learning program. Paper presented at the annual international conference of the National Association for Research in Science Teaching, New Orleans, LA.
Sinatra, G. M. (2005). The “warming trend” in conceptual change research: the legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 107–115.
Sinatra, G. M., & Pintrich, P. R. (2003). Intentional conceptual change. Mahwah: Lawrence Erlbaum Associates.
Terrell, S., & Rendulic, P. (1996). Using computer-managed instructional software to increase motivation and achievement in elementary school children. Journal of Research on Computing in Education, 26(3), 403–414.
Tsai, C. (2000). Enhancing science instruction: the use of conflict maps’. International Journal of Science Education, 22(3), 285–302.
Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639–654.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In L. Berkowitz & M. P. Zanna (Eds.), Advances in experimental social psychology (Vol. 29, pp. 271–360). Amsterdam: Academic, Elsevier.
Vallerand, R. J. (2000). Deci and Ryan’s self-determination theory: a view from the hierarchical model of intrinsic and extrinsic motivation. Psychological Inquiry, 11(4), 312–318.
Volet, S., & Jarvela, S. (2001). Motivation in learning contexts: Theoretical and methodological implications. Amsterdam: Pergamon/Elsevier.
Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26(1), 27–47.