Using Motivational Theory to Enrich IBSE Teaching Practices

Autor/inn/en	Andersen, Hanne Møller; Krogh, Lars Brian
Titel	Using Motivational Theory to Enrich IBSE Teaching Practices
Quelle	(2018), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Instruction; Teaching Methods; Action Research; Clubs; Video Technology; Reflection; Writing (Composition); Student Motivation; Student Interests; Inquiry; Learning Theories; Science Teachers; Teacher Education Programs; STEM Education; Art Education; Secondary School Teachers; Teacher Attitudes; Educational Strategies; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Club; Klub; Schreibübung; Schulische Motivation; Studieninteresse; Learning theory; Lerntheorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lehrerverhalten; Lehrstrategie; Ausland; Dänemark
Abstract	Stimulating students' interest and motivation for science has been a powerful rationale for enhancing inquiry-based science education (IBSE) in school science. There is a widespread need for more motivational approaches to teaching, and IBSE evidently has such motivational potential. However, teachers must have awareness of motivational issues and some knowledge of motivational theories and strategies to unfold that potential. In this chapter we argue that this may be achieved through a "pragmatic use" of motivational theory in science teacher training, and we elaborate the meaning and implications of this. Specifically, a motivational framework is devised which provides foci and recommendations for planning, analysing, and enacting motivational IBSE design. Further, we discuss various strategies (reflective writing, awareness/action research, video club), which have proven fruitful in facilitating a transformation of theoretical motivational knowledge into practical knowledge and enriched teaching practices. Specific examples of implemented strategies, teacher responses, and glimpses into teachers' IBSE-oriented classroom trials are drawn from our S-TEAM project with Danish upper secondary teachers. [For the complete volume, "Professional Development for Inquiry-Based Science Teaching and Learning. Contributions from Science Education Research. Volume 5," see ED613991.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01