Untangling What Teachers Mean by the Motivational Value of Practical Work

Autor/inn/en	Abrahams, Ian; Sharpe, Rachael
Titel	Untangling What Teachers Mean by the Motivational Value of Practical Work
Quelle	In: School Science Review, 92 (2010) 339, S.111-115 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Teacher Attitudes; Student Motivation; Student Interests; Hands on Science; Science Education; Secondary School Teachers; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulische Motivation; Studieninteresse; Naturwissenschaftliche Bildung; Ausland
Abstract	This article reports on a study of teachers' views on the motivational value of practical work. The findings suggest that what teachers frequently refer to as motivation is, in a psychological sense, better understood in terms of situational interest. The fact that situational interest is unlikely to endure beyond the end of a lesson helps to explain why students need to be continually re-stimulated by the frequent use of practical work. The implication is that simply doing more of the same practical work is unlikely to motivate students towards opting to study science in the post-compulsory phase of education. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10