Students' Motivation and Conceptual Construction in Science Learning

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  • ONOSE Rinya
    United Graduate School of Education, Tokyo Gakugei University:Kakio Lower Secondary School
  • MORIMOTO Shinya
    Faculty of Education and Human Sciences, Yokohama National University

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  • 子どもの科学概念構築と学習に対する動機づけとの関連に関する研究 : 中学校2年電磁気単元の事例から
  • コドモ ノ カガク ガイネン コウチク ト ガクシュウ ニ タイスル ドウキヅケ ト ノ カンレン ニ カンスル ケンキュウ チュウガッコウ 2ネンデンジキ タンゲン ノ ジレイ カラ

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Abstract

<p>In this study we analyzed the relationship between the science concepts and motivation of students in the science classroom, using the cognitive theory approach. We used questionnaires to grasp the actual condition of students' conceptual change and motivation. The analytic category of this survey, which R. Pintrichi, et.al. demonstrated, was the elements of "motivational beliefs" and "self-regulated-learning-strategies." As a result, we found that "students used self-regulated learning strategies based on motivational beliefs" in science learning. And finally we stressed four important points about the learning process: 1. Students can build ideas themselves. 2. Students can express their ideas appropriately. 3. Students can improve the explanations of their own ideas. 4. Students can feel that learning science in classes is meaningful.</p>

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