Adolescents' Declining Motivation to Learn Science: A Follow-Up Study

Autor/inn/en	Vedder-Weiss, Dana; Fortus, David
Titel	Adolescents' Declining Motivation to Learn Science: A Follow-Up Study
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 9, S.1057-1095 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21049
Schlagwörter	Foreign Countries; Mixed Methods Research; Replication (Evaluation); Adolescents; Followup Studies; Student Attitudes; Learning Motivation; Interviews; Content Analysis; Traditional Schools; Student Centered Curriculum; Professional Autonomy; Grade 5; Grade 6; Grade 7; Grade 8; Parent Influence; School Culture; Comparative Analysis; Longitudinal Studies; Science Education; Self Efficacy; Learning Processes; Goal Orientation; Israel + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Follow-up studies; Kontaktstudium; Schülerverhalten; Motivation for studies; Lernmotivation; Interviewing; Interviewtechnik; Inhaltsanalyse; Traditioneller Unterricht; Berufsfreiheit; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schulkultur; Schulleben; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Naturwissenschaftliche Bildung; Self-efficacy; Selbstwirksamkeit; Learning process; Lernprozess; Zielorientierung; Zielvorstellung
Abstract	This is a mix methods follow-up study in which we reconfirm the findings from an earlier study [Vedder-Weiss & Fortus [2011] "Journal of Research in Science Teaching, 48(2)", 199-216]. The findings indicate that adolescents' declining motivation to learn science, which was found in many previous studies [Galton [2009] "Moving to secondary school: Initial encounters and their effects. Perspectives on Education, 2(Primary-secondary Transfer in Science)", 5-21. Retrieved from www.wellcome.ac.uk/perspectives; Osborne, Simon, & Collins, [2003] "International Journal of Science Education 25(9)", 1049-1079], is not an inevitable phenomenon since it appears not to occur in Israeli democratic schools. In addition to reinforcing previous results in a different sample, new results show that the differences between the two school types are also apparent in terms of students' self-efficacy in science learning, students' perceptions of their teachers' goals emphases, and students' perception of their peers' goals orientation. Quantitative results are accompanied by rich verbal examples of ways in which students view and articulate their own and their teachers' goal emphases. Content analysis of students' interviews showed that students in traditional schools are directed more towards goals that are external and related to the outcome of learning in comparison to democratic school students who are motivated more by goals that are internal and related to the process of learning. Structure analysis of these interviews suggests that democratic school students experience a greater sense of autonomy in their science learning than traditional school students do. Implications for research on students' motivation are discussed, such as considering not only the teacher and the classroom but also the school culture. (Contains 11 tables, 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10