The Effects of Motivational Teaching Strategies on Learning Behavior among Peers during Collaborative Learning<教育科学>

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A strategy of collaborative learning for teaching the Volume and Temperature to 4th graders was developed for each sub-category of motivation-enhancing structures (i.e., Task, Authority, Grouping, Evaluation) proposed by Maehr & Midgley (1991). The purpose of this study was to investigate how our teaching strategies affect the scientific understanding and learning behaviors among peers in the lessons. The analyses of the data included a quantitative analysis based on pre and post unit questionnaires, a descriptive analysis based on the concept of “thermal motions of the atoms,” and an interpretive analysis based on students' dialogue and behaviors during each class process. These analyses indicated the following : 1) our teaching strategies promoted the acquisition of scientific concepts (volume increases but mass does not change with increased temperature), 2) metacognitive social elaboration was induced by introducing function of teaching strategy's element related personal preconceptions and experiences to task, and made optimum choices to examine the predictions, and 3) expectancy from others in social relationships was promoted by introducing function of teaching strategy's element supported for participation and discussion, and evaluated reciprocally among peers based on individually. In addition, these results suggested a need for another indirect constraint condition besides these direct consideration.

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