scholarly journals Exploring science learning motivation of technical high school students through comparison

2017 ◽  
Vol 41 (3) ◽  
pp. 281-296
Author(s):  
Sein Shin ◽  
Goeun Lee ◽  
Minsu Ha ◽  
이준기
Keyword(s):  
High School ◽  
High School Students ◽  
Science Learning ◽  
Learning Motivation ◽  
School Students ◽  
Technical High School

scholarly journals A LONGITUDINAL TRAJECTORY OF SCIENCE LEARNING MOTIVATION IN KOREAN HIGH SCHOOL STUDENTS

2018 ◽  
Vol 17 (4) ◽  
pp. 674-687
Author(s):  
Sein Shin ◽  
Arif Rachmatullah ◽  
Minsu Ha ◽  
Jun-Ki Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Motivation ◽  
School Students ◽  
Trajectory Modeling ◽  
Academic Track ◽  
Chi Square Analysis

This research examined longitudinal trajectories of Korean students’ motivation to learn science using group-based trajectory modeling (GBTM). The changes in five motivational constructs were focused in this research: self-efficacy, intrinsic motivation, grade motivation, self-determination, and career motivation. In addition, the relationship between academic track of students and each trajectory group was examined. Using Science Motivation Questionnaire II, data from 255 male high school students were collected during five semesters. Longitudinal data were analyzed by GBTM.. Chi-square analysis was also conducted to examine the relationships between academic track and each trajectory. As a result, it was found that students shared the same trajectory patterns in self-efficacy. Otherwise, two distinct trajectory groups (‘high’ and ‘low’) were found in each four constructs. There were significant correlations between academic track and trajectory groups. The findings of this research suggest that Korean science educators need to consider individual student’s longitudinal trajectory of motivation to provide better science teaching and learning. Keywords: academic track, group based trajectory modeling, high school, longitudinal study, science learning motivation.

scholarly journals THE APPLICATION OF STEM-BASED IPA LEARNING ACTIVITIES TO IMPROVE LEARNING MOTIVATION IN STRAIGHT MOTION CONCEPTS IN JUNIOR HIGH SCHOOL

2019 ◽  
Vol 4 (2) ◽  
pp. 116-130
Author(s):  
Lintang Nurul Fatichah ◽  
Ida Kaniawati ◽  
Agus Jauhari
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Quantitative Research ◽  
Science Learning ◽  
Junior High ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
School Students ◽  
Need For Power

ABSTRACT   Parents are the most influential figure in the life of every child. Parental involvement in the learning process can also affect the process of life is huge in children. In addition, the teachers and the learning environment in schools can also influence the motivation to learn so that students can master the student's mastery of concepts in science lessons in schools, especially physics known as a difficult subject among junior high school students. Therefore teachers and learning environments should be supportive atmosphere so that students more motivated to follow the lessons of Natural Sciences. The purpose of this study was to determine the increase in student motivation by using STEM-based science learning. This study uses a quantitative research with the participation of as many as 28 students of class VIII-5 on one of the Junior High School in Bandung. The instrument used in this study was a questionnaire on aspects of learning motivation Need for Achievement, Need for Power aspects, and aspects of the Need for Affiliation. The results showed that the students' motivation to learn the most improved there on aspects Need for Power showed an increase by a margin of 3.53 and an average pretest and posttest of 0.89. It can be concluded that the application of STEM-based science learning can increase students' motivation. Solutions to increase learning motivation towards science subjects can use based learning Science, Technology, Engineering, and Mathematics (STEM).  Keywords: Motivation; STEM.

Analysis of high school students social and science learning motivation

2017 ◽  
Vol 17 (24) ◽  
pp. 235-251
Author(s):  
TaeJin Byun ◽  
◽  
YeonKyoung Woo ◽  
HaeYoung Lee ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Science Learning ◽  
Learning Motivation ◽  
School Students

scholarly journals Physical Computing Strategy to Support Students’ Coding Literacy: An Educational Experiment with Arduino Boards

2021 ◽  
Vol 11 (4) ◽  
pp. 1830
Author(s):  
Chih-Chao Chung ◽  
Shi-Jer Lou
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Analysis ◽  
Program Design ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Students ◽  
Physical Computing ◽  
Technical High School ◽  
Experimental Group

The purpose of this study is to explore the influence of introduction of the physical computing strategy of Arduino Boards in a program design course on coding literacy and the effectiveness of the application in technical high school students. This study selected two classes of twelfth-grade students enrolled in a program design course at a technical high school in Southern Taiwan as the samples. One class was the control group (43 students), and the other was the experimental group (42 students). During the 18-week course, the control group carried out a DBL (design-based learning) programming project, and the experimental group carried out the DBL programming project using the physical computing strategy of Arduino boards. Pre- and posttests and a questionnaire survey were carried out, while ANCOVA (analysis of covariance) was used for evaluation purposes. In the course, students in the experimental group were randomly selected for semi-structured interviews to understand their learning status and to perform qualitative analysis and summarization. This study proposed the physical computing strategy of Arduino boards, featuring staged teaching content, practical teaching activities, and real themes and problem-solving tasks. The results show that the coding literacy of students in the different teaching strategy groups was significantly improved. However, in the Arduino course on DBL programming, the students in the experimental group had a significantly higher learning efficiency in coding literacy than those in the control group. Moreover, according to the qualitative analysis using student interviews, Arduino boards were found to improve students’ motivation to learn coding and to aid in systematically guiding students toward improving their coding literacy by combining their learning with DBL theory. Thus, Arduino technology can be effectively used to improve students’ programming abilities and their operational thinking in practically applying programming theories.

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