Literaturnachweis - Detailanzeige
Autor/inn/en | Basten, Melanie; Meyer-Ahrens, Inga; Fries, Stefan; Wilde, Matthias |
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Titel | The Effects of Autonomy-Supportive vs. Controlling Guidance on Learners' Motivational and Cognitive Achievement in a Structured Field Trip |
Quelle | In: Science Education, 98 (2014) 6, S.1033-1053 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8326 |
DOI | 10.1002/sce.21125 |
Schlagwörter | Field Trips; Teaching Methods; Science Instruction; Recreational Facilities; Grade 5; Grade 6; Science Achievement; Worksheets; Student Motivation; Knowledge Level; Pretests Posttests; Personal Autonomy; High Achievement Exkursion; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Freizeiteinrichtung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Schulische Motivation; Wissensbasis; Individuelle Autonomie |
Abstract | Field trips can provide unique opportunities for authentic, meaningful, and self-determined learning. Capitalizing on these opportunities requires that field trips be structured. A common way to do this is through the use of educational materials such as worksheets. The extent to which the guide's or teacher's autonomy-supportive or controlling motivating style influences learning structured by worksheets has not yet been investigated. We conducted two studies focusing on this specific issue. We hypothesized that autonomy-support is beneficial to intrinsic motivation and cognitive achievement. The setting for our research involved a field trip to the local zoo. The participants were 100 fifth graders (medium achievers) for Study 1 and 106 fifth and sixth graders (high achievers) for Study 2. The classes were divided into two groups for each study. While completing worksheets, some classes were given autonomy-supportive guidance and the others controlling guidance. We assessed the pupils' intrinsic motivation and knowledge using a pre-, post-, follow-up test design. Our research found that autonomy-support appears to be beneficial to motivation and does not seem to impair cognitive achievement. The beneficial effect of autonomy-support was found to be higher for the high-achieving pupils than for the medium achievers. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |