How to motivate students to learn science and how to assess this
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1 Students Active Learning in Science to Foster Contemporary Scientific Literacy How to motivate students to learn science and how to assess this Claus Bolte SALiS Conference 2012 at Ilia State University Tibilisi (Georgia), August 2012
2 How to motivate students to learn science and how to assess this 1. Introduction 2. Model of how to motivate students to learn science The Model of Motivational Learning Environment Instrument (MoLE) 3. The MoLE-Instrument to assess students (intrinsic) motivation 4. Results from MoLE Research 2
3 Introduction: Two Main Problems of the (German) Science Education Practice Percentilles regarding science competences (internationale scale) of the OECD member countries IPN - IPN-Blätter IV,
4 Introduction: Two Main Problems of the (German) Science Education Practice Students experience with science lessons: In science lessons I always ask myself why the hell do I have to learn science? In science I am usually not on task and unconcentrated! Science is no fun for me at all! I really don t understand the concepts and the topics in the science lessons! 4
5 Theoretical based Model of (intrinsic) motivated (Science) Learning Students experience with science lessons: In science lessons I always ask myself why the hell do I have to learn science? In science I am usually not on task and unconcentrated! Science is no fun for me at all! I really don t understand the concepts and the topics in the science lessons! Characteristics of Intrinsic Motivated (Science) Learning: Personal Relevance of the Topic taught in science Self-intention or Willingness to Participate Positive Emotions or Satisfaction Cognitive Differentiation, Learning Outcome or Performance (U.Schiefele, Winteler & Krapp 1988; zit. nach Stork 1994, 32). 5
6 Theoretical based Model of (intrinsic) motivated (Science) Learning Comprehensibility Class cooperation Performance Opportunities to participate Willingness to participate Subject relevance Satisfaction Theoretical Basis: - Achievement Motivation Theory - Pedagogical Interest Theory - Socio psychology - Learning and Classroom Climate Research 6
7 How to analyse the motivational situation in my science classes? The MoLE MoLE-Instruments: Science, Biology, Chemistry and Physics Classes Different Questionnaire Versions: Comprehensibility Opportunities to participate Subject relevance Subject orientation Students Perceptions in general (REAL) In my opinion the topics covered in chemistry class are... very important [7] [6] [5] [4] [3] [2] [1] completely unimportant for me (for my everyday life). Students Inclinations/Wishes (IDEAL) That topics in chemistry class are a matter of my everyday life is... very important [ ] [ ] [ ] [ ] [ ] [ ] [ ] completely unimportant Class cooperation Students Wish-to-Reality-Differences Willingness to participate Satisfaction Performance Students Perceptions of Today s Lesson (TODAY) In my opinion the topics covered in chemistry class today are... very important [ ] [ ] [ ] [ ] [ ] [ ] [ ] completely unimportant for me (for my everyday life). 7
8 Composition of the Sample Boys Sek.I/II Girls Sek.I/II total Sek.I/II Teachers male/female Total boys/girls/total Chemistry 1101/ / / / /1729/3361 Physics 155/ / / 98 14/ 5 191/217/408 Biology 181/ / / / 8 221/291/512 Total 1437/ / / / /2237/4281 Tab. 1: Sample 8
9 Why the MoLE Instrument? Reliability Chemistry Total Sekundarstufe I Sekundarstufe II MoLE-Indicator Real Ideal WRD Real Ideal WRD Real Ideal WRD Satisfaction Comprehensibility Contents of the Science Subj Subject Relevance Opportunities to Participate Class Cooperation Willingness to Participate Tab. 2: Reliability coefficients (Cronbach s α) of the seven MoLE-scales demonstrated by the analysis of the data concerning chemistry classes) 9
10 Why the MoLE Instrument? Validity of Constructs Chemistry Total Sekundarstufe I Sekundarstufe II MoLE-Indicator/Item-No. Real Ideal WWD Real Ideal WWD Real Ideal WWD Satisfaction 1 1/.8 7/.8 1/.8 1/.8 7/.8 1/.8 1/.8 5/.8 3/.8 Comprehensibility/ Requirements 2 1/.8 7/.8 1/.8 1/.8 7/.8 1/.8 1/.8 5/.9 3/.8 3 7/.6 4/.8 5/.8 7/.6 4/.9 4/.8 1/.7 4/.8 5/.8 4 7/.9 4/.8 5/.8 7/.9 4/.8 4/.8 7/.9 4/.9 5/.8 Subject orientation 5 5/.8 2/.9 2/.9 5/.8 2/.9 2/.9 5/.8 3/.9 2/.9 Relevance of Subjects Opportunities to Participate Class Cooperation Willingness to Participate 6 5/.8 2/.9 2/.9 5/.8 2/.9 2/.9 5/.9 3/.9 2/.9 7 3/.8 5/.8 6/.8 3/.8 5/.8 6/.8 4/.8 6/.8 6/.8 8 3/.9 5/.9 6/.9 3/.9 5/.9 6/.9 4/.9 6/.9 6/.9 9 4/.8 6/.9 4/.8 4/.8 6/.9 5/.8 3/.8 7/.9 4/ /.8 6/.8 4/.8 4/.8 6/.8 5/.8 3/.8 7/.8 4/ /.9 3/.8 3/.9 2/.9 3/.8 3/.8 2/.9 2/.8 1/ /.9 3/.9 3/.9 2/.9 3/.8 3/.8 2/.9 2/.9 1/ /.9 1/.8 7/.8 6/.9 1/.8 7/.8 6/.9 1/.9 7/ /.7 1/.9 7/.8 6/.7 1/.9 7/.8 6/.7 1/.9 7/.7 Tab. 3: Factor values for the determination of the validity of constructs of the 7 MoLE-scales (demonstrated by the analyses of the chemistry classes) 10 10
11 Why the MoLE Instrument? - Validity of the MoLE Model s Structure Comprehensibility Class cooperation Performance Opportunities to participate Willingness to participate Subject relevance Satisfaction Significant path; expected and identified in all analyses Significant path; expected but only identified in some analyses Significant path; not expected but identified in some analyses 11
12 How to evaluate Students Gains the MoLE Students wishes the IDEAL-Assessments Comparison of the Mean-sores of the estimation of MoLE IDEAL-scales for chemistry, biology, and physics classes - Sek. I 12
13 How to evaluate Students Gains the MoLE Students assessments in general the REAL-Version Comparison of the Mean-scores of the MoLE REAL-scales for chemistry, biology, and physics classes - Sek. I 13
14 How to evaluate Students Gains the MoLE Students Wish-to-Reality-Differences Comparison of the Mean-Wish-to-Reality-Differences for chemistry, biology, and physics classes Sek. I 14
15 How to evaluate Students Gains the MoLE Students wishes the IDEAL-Version Comparison of the Mean-scores of the MoLE IDEAL-scales for chemistry classes Sek. I 15
16 How to evaluate Students Gains the MoLE Students assessments in general the REAL-Version Comparison of the Mean-scores of the MoLE REAL-scales for chemistry classes Sek. I 16
17 How to evaluate Students Gains the MoLE Students Wish-to-Reality-Differences Comparison of the (Mean-Wish-to-Reality-Differences for chemistry classes Sek. I 17
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