Investigating the Influence of Motivational Factors on Conceptual Change in a Digital Learning Context Using the Dual-Situated Learning Model

Autor/inn/en	Tseng, Chung-Hsien; Tuan, Hsiao-Lin; Chin, Chi-Chin
Titel	Investigating the Influence of Motivational Factors on Conceptual Change in a Digital Learning Context Using the Dual-Situated Learning Model
Quelle	In: International Journal of Science Education, 32 (2010) 14, S.1853-1875 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Self Efficacy; Learning Strategies; Diagnostic Tests; Student Motivation; Learning Motivation; Questionnaires; Active Learning; Grade 8; Scientific Concepts; Measures (Individuals); Student Attitudes; Pretests Posttests; Scores; Interviews; Correlation; Science Instruction; Goal Orientation; Educational Environment; Stimulation; Electronic Learning; Web Based Instruction; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Diagnostic test; Diagnostischer Test; Schulische Motivation; Motivation for studies; Lernmotivation; Fragebogen; Aktives Lernen; School year 08; 8. Schuljahr; Schuljahr 08; Messdaten; Schülerverhalten; Interviewing; Interviewtechnik; Korrelation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zielorientierung; Zielvorstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Web Based Training; Ausland
Abstract	This study examines the relationship between the learning motivation and conceptual change of 127 eighth graders, after they have learned the acid, base, and salt concept in a digital learning context, designed according to the dual-situated learning model (DSLM). Two instruments--the students' motivation towards science learning (SMTSL) questionnaire and the acid-base-salt concept diagnostic test (CDT)--were used in the study. The questionnaire and the test were given to students in pre-test, post-test, and delayed post-test. Based on their motivation questionnaire scores, 18 students were selected from various scoring ranges for semi-structural interviews. Results showed that, after experiencing DSLM digital learning, students' post-CDT and delay-CDT scores were significantly higher than pre-CDT scores (p less than 0.001, p less than 0.01). Furthermore, Pearson correlation analysis indicated that students' conceptual change ([delta]CDT) was significantly correlated with motivational factors such as self-efficacy (SE), active learning strategy (ALS), science learning value (SLV), achievement goal (AG), and learning environment stimulation (LES) (p less than 0.05). Interviews also supported students' motivational correlation to [delta]CDT, particularly for SE, ALS, and AG. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10