Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs

Autor/inn/en	Basey, John M.; Francis, Clinton D.; Joseph, Maxwell B.
Titel	Motivation Strategies and Exiting Class by Students in Inquiry-Oriented Biology Labs
Quelle	In: Teaching & Learning Inquiry, 8 (2020) 2, S.128-139 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Student Motivation; Biology; Science Instruction; Teaching Methods; Science Laboratories; Motivation Techniques; Student Centered Learning; Inquiry; Metacognition; Grades (Scholastic); Classification; Recordkeeping; Correlation; Time Management; College Freshmen; Student Attitudes; Colorado (Boulder) + Suchen Sie Ihr Suchwort? Schulische Motivation; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Motivationsförderung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Notenspiegel; Classification system; Klassifikation; Klassifikationssystem; Leistungsnachweis; Korrelation; Zeitmanagement; Studienanfänger; Schülerverhalten
Abstract	Experimental inquiry-oriented science labs can be designed to have students regulate their own learning and decide when they leave class or to have the teacher regulate student learning and determine when they leave class. In this study, grades were examined relative to student exit times in a student-regulated class design. Preliminary interviews revealed four motivation strategies likely to differentially influence exit times and grades: proficiency, grade-target-A, grade-target-C, and time-limited. Students were categorized into the four groups of motivation strategies with a survey. Twenty teaching assistants teaching three lab sections each taught the stand-alone lab class. Students recorded the time they left class each week. Grades were determined as the overall percentage of points a student received in class. Results of the survey showed that the four motivation strategies were well represented in the student population, and two additional strategies were also frequently seen: a hybrid-1 between proficiency and grade-target-A, and a hybrid-2 between time-limited and grade-target-C. Grades were significantly higher for grade-target-A and hybrid-1 students, followed by time-limited, proficiency, grade-target-C, and hybrid 2. Time spent in class was not significantly different among categories. Students who chose to stay in class longer had significantly higher grades. If a grade is the goal, these results support the idea of a teacherc-ontrolled exit time for the students in these inquiry-oriented labs. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01