Young Children’s Motivation for Learning Science

2015 ◽  
pp. 7-34 ◽  
Author(s):  
Helen Patrick ◽  
Panayota Mantzicopoulos
Keyword(s):  
Learning Science ◽  
Motivation For Learning

scholarly journals School Students’ Motivation for Learning Sciences: How is it Influenced by Self-confidence in Science and Inquiry-based Teaching Approach?

Pedagogika ◽  
2019 ◽  
Vol 134 (2) ◽  
pp. 121-134
Author(s):  
Palmira Pečiuliauskienė ◽  
Alena Belakoz
Keyword(s):  
Teaching Science ◽  
The Self ◽  
Teaching Approach ◽  
Learning Science ◽  
School Students ◽  
Self Confidence ◽  
Inquiry Approach ◽  
Motivation For Learning ◽  
Two Factors ◽  
Timss 2015

The article deals with the Lithuanian school students’ motivation for learning science on the basis of TIMSS 2015 data. This article analyses the influence of two factors on motivation for learning science: the self-confidence in science of school students’ and teaching science using inquiry-based approach. The purpose of the research is to analyze the influence of self-confidence in science and the influence of teaching science by inquiry approach on students’ motivation for learning science.

scholarly journals School Students’ Self-confidence in Science and Intrinsic Motivation for Learning Science: Self-Concept and Self-Efficacy Approach

Pedagogika ◽  
2020 ◽  
Vol 137 (1) ◽  
pp. 138-155
Author(s):  
Palmira Pečiuliauskienė
Keyword(s):  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Self Concept ◽  
Learning Science ◽  
School Students ◽  
Self Confidence ◽  
Motivation For Learning ◽  
Timss 2015

The study deals with the Lithuanian school students’ self-confidence in science and motivation for learning science on the basis of TIMSS 2015 data. The study analyses two components of self-confidence: science self-concept (SSC) and science self-efficacy (SSE). The research revealed that self-confidence in science of school students statistically significant correlate with the motivation for learning science.

scholarly journals THE ENGAGEMENT OF SECONDARY SCHOOL LEARNERS FOR LEARNING SCIENCE BY RESPONSIBLE RESEARCH AND INNOVATION

2017 ◽  
Vol 2 ◽  
pp. 151
Author(s):  
Palmira Peciuliauskiene
Keyword(s):  
Secondary School ◽  
Intrinsic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Responsible Research And Innovation ◽  
Learning Science ◽  
Young Generation ◽  
Research And Innovation ◽  
Motivation For Learning ◽  
Responsible Research

The article deals with the role of responsible research and innovation (RRI) in promoting intrinsic motivation of secondary school learners. RRI is a new concept highlighted by the European Commission that refers to the process which requires a dialogue between scientists and all citizens including the young generation to align the results of research with societal needs in a better way. RRI deals with uncertain areas of knowledge, where arguments and values matter as much as facts. It gives students an opportunity for responsibility and self-expression for coming to informed decisions about the science innovation and their impact. This situation requires a deeper look into the problem of motivation for learning science from the aspect of RRI activity. The research problem is formulated as a question: how does responsible research and innovation in science education promote intrinsic motivation of secondary school learners. Learners’ intrinsic motivation was analysed on the basis of Self-Determination Theory (STD). According to STD, it is important to fulfil three basic psychological needs of learners: the need for autonomy, the need for competence and the need for relatedness. Intrinsic motivation inventory (IMI) was used to assess the participants’ intrinsic motivation related to the RRI activity in science. The article describes the results of RRI project ENGAGE in Lithuania.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS IV SD NEGERI 004 SEBERANG TELUK HILIR KECAMATAN KUANTAN TENGAH KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Kasmarni Kasmarni
Keyword(s):  
Elementary School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Science Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Science ◽  
School Students ◽  
Class Iv

This research is motivated by the results of learning science in fourth grade elementary school students who are still low. The purpose of this study was to improve the learning outcomes of science by applying the Cooperative Think Pair Share (TPS) type learning model. The results showed, seen from the basic score, students who completed as many as 11 people with a percentage of 47.82% while students who did not complete amounted to 12 people with a percentage of 52.17%. cycle I, students who completed at 17 people with a percentage of 73.91% while students who did not complete as many as 6 people with a percentage of 26.08%. cycle II, students who completed as many as 20 people with a percentage of 86.95% while the incomplete amounted to 3 people with a percentage of 13.04%. from the results of this study it can be concluded that by applying the cooperative learning model the Think Pair Share (TPS) type can improve the science learning outcomes of class IV elementary school 004 Seberang Teluk Hilir Kuantan Tengah District Kuantan Singingi Regency.

PENILAIAN PERFORMA DALAM PEMBELAJARAN SAINS

2014 ◽  
Vol 15 (1) ◽  
pp. 22-30
Author(s):  
R. Dicky Agus Purnama ◽  
Benny Agus Pribadi
Keyword(s):  
Performance Assessment ◽  
Learning Outcome ◽  
Learning Activities ◽  
Learning Science ◽  
Assessment Technique ◽  
Technology Learning ◽  
Constructive Process ◽  
Real World Learning ◽  
Learning Competencies ◽  
Knowledge Exploration

This article will elaborate the use of performance assessment to measure students competencies in learning science. What type of performance assessment appropriate to assess students learning outcome of science? The answer of this question is necessary for the teachers to determine the best assessment technique in science. Basically science can be considered as the root of knowledge and technology. Learning activities in science should be designed in order to facilitate students learning. It is a constructive process which requires students to study concepts inductively. Learning activities in science should be based on constructivism learning theory which encourages students to build their own knowledge and to apply it in the real world. Learning science should involve several essentials activities such as student involvement (engagement); extracting knowledge (exploration); presenting the findings (explanation); understanding knowledge (elaboration); and achievement learning competencies (assessment). It is necessary to implement performance assessment to measure the students learning outcome in science. Penulisan artikel ini bertujuan untuk mengelaborasi implementasi penilaian performa siswa untuk mengukur kemampuan siswa dalam mempelajari isi atau mata pelajaran sains. Bentuk penilaian seperti apa yang diperlukan untuk mengetahui kompetensi siswa setelah mempelajari mata pelajaran sains? Jawaban terhadap pertanyaan ini sangat diperlukan untuk dapat merancang dan mengembangkan sistem penilaian untuk mengukur kemampuan siswa dalam mata pelajaran sains. Sains atau science pada hakekatnya merupakan akar perkembangan ilmu pengetahuan dan teknologi (iptek). Pembelajaran sains pada semua jenjang pendidikan perlu dirancang agar menarik dan bermakna bagi siswa. Aktivitas dalam pembelajaran sains harus memanfaatkan pendekatan dan teori belajar konstruktivistik yang mendorong siswa dapat membangun pengetahuan dan mengaplikasikannya dalam dunia nyata. Pembelajaran sains berbasis teori belajar konstruktivistik bercirikan belajar seperti: Keterlibatan siswa (engagement); penggalian pengetahuan (exploration); penjelasan (explanation); penjabaran (elaboration); dan penilaian (assessment). Dalam aktivitas pebelajaran sains berbasis teori belajar konstruktivistik penilaian hasil belajar menekankan pada performa siswa dalam mengintegrasikan pengetahuan-fenomena alam. Artikel ini akan mengupas implementasi konsep penilaian performa atau performance assessmentdalam pembelajaran sains berbasis teori belajar konstruktivistik.

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