Student Motivation in Science Subjects in Tanzania, Including Students' Voices

Autor/inn/en	Mkimbili, Selina Thomas; Ødegaard, Marianne
Titel	Student Motivation in Science Subjects in Tanzania, Including Students' Voices
Quelle	In: Research in Science Education, 49 (2019) 6, S.1835-1859 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mkimbili, Selina Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9677-4
Schlagwörter	Student Interests; Science Instruction; Science Interests; Student Attitudes; Student Motivation; Secondary School Students; Barriers; Educational Resources; Language of Instruction; Language Skills; Questioning Techniques; Discussion (Teaching Technique); Teaching Methods; Discovery Learning; Relevance (Education); Cultural Influences; Language Usage; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Studieninteresse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Schulische Motivation; Sekundarschüler; Bildungsmittel; Teaching language; Unterrichtssprache; Language skill; Sprachkompetenz; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Entdeckendes Lernen; Relevance; Relevanz; Cultural influence; Kultureinfluss; Sprachgebrauch; Ausland; Tansania
Abstract	Fostering and maintaining students' interest in science is an important aspect of improving science learning. The focus of this paper is to listen to and reflect on students' voices regarding the sources of motivation for science subjects among students in community secondary schools with contextual challenges in Tanzania. We conducted a group-interview study of 46 Form 3 and Form 4 Tanzanian secondary school students. The study findings reveal that the major contextual challenges to student motivation for science in the studied schools are limited resources and students' insufficient competence in the language of instruction. Our results also reveal ways to enhance student motivation for science in schools with contextual challenges; these techniques include the use of questioning techniques and discourse, students' investigations and practical work using locally available materials, study tours, more integration of classroom science into students' daily lives and the use of real-life examples in science teaching. Also we noted that students' contemporary life, culture and familiar language can be utilised as a useful resource in facilitating meaningful learning in science in the school. Students suggested that, to make science interesting to a majority of students in a Tanzanian context, science education needs to be inclusive of students' experiences, culture and contemporary daily lives. Also, science teaching and learning in the classroom need to involve learners' voices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01