Elementary Science Students' Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom

Autor/inn/en	Milner, Andrea R.; Templin, Mark A.; Czerniak, Charlene M.
Titel	Elementary Science Students' Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom
Quelle	In: Journal of Science Teacher Education, 22 (2011) 2, S.151-170 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-010-9200-5
Schlagwörter	Constructivism (Learning); Elementary School Science; Learning Strategies; Science Laboratories; Biological Sciences; Teaching Methods; Elementary School Students; Student Motivation; Questionnaires; Educational Practices; Classroom Observation Techniques; Interviews; Student Attitudes; Performance Factors; Intermode Differences; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Abwasserbiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Fragebogen; Bildungspraxis; Interviewing; Interviewtechnik; Schülerverhalten; Leistungsindikator
Abstract	The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory and a traditional science classroom on elementary students' motivation and learning strategy use. The Constructivist Teaching Inventory was used to examine classroom contextual factors. The Motivated Strategies for Learning Questionnaire was used to examine student motivation and learning strategies. A Wilcoxon nonparametric test determined that constructivist teaching practices were found to occur more often in the life laboratory than in the regular classroom. Although constructivist teaching practices increased at each observation time in both the regular classroom and in the life laboratory, a Friedman test determined that they were not statistically significant increases. Paired sample t tests determined that student motivation and learning strategies were higher in the life laboratory than in the regular classroom overall as well as at each survey time except for learning strategies at Post 1. A 2 x 4 between 3 within repeated measure ANOVA determined that student MSLQ motivation and learning strategy scores in the regular classroom varied statistically significantly by teacher. Student MSLQ motivation and learning strategy scores in the life laboratory varied statistically significantly by teacher. To triangulate data, individual interviews of students were conducted at the end of the semester and revealed students regard the life laboratory as an asset to their science study; however, students do appreciate and value working in the learning environment that the regular classroom provides. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10