The aim of the research is to reveal the effects of inquiry on the motivation of new generation students for learning Physics and Mathematics. Self-Determination Theory gives a theoretical background for the research. Quantitative methods dominate in this monograph. The monograph analyses the motivation for learning science in terms of inquiry levels, as well as in terms of real and digital Physics labs. The monograph also reveals the role of significant social issues in promoting intrinsic motivation and communication of lower secondary school students. The monograph considers motivation for learning Mathematics. The research discloses students’ attitude towards the educational and social benefit of learning Mathematics.
By Palmira Pečiuliauskienė
The 21st century is famous for a fast advancement in science and technologies. Describing the modern society, Florida (2002) refers to it as ‘3T approach’. He argues that talent, technology and tolerance are essential seeking to prosper in the ‘creative age’. Technology and innovation are critical components of economic growth. Science is the basis of technology and innovation, and it is particularly important in today’s creative society. “Yet in recent times fewer young people seem to be interested in science and technical subjects. Why is this? Does the problem lie in wider socio-cultural changes, and the ways in which young people in developed countries now live and wish to shape their lives? Or is it due to failings within science education itself?” (Osborne & Dillon, 2008, p. 5). Ohle et al. (2015) state that “Decreasing student interest and achievement during the transition from elementary to secondary school is an international problem, especially in science education” (p. 1211). It means that science educators encounter with challenging demands. Osborne and Dillon (2008) inquire about the motivation for learning science and claim that it is multidimensional in terms of sociological (new generation), psychological (new psychological motivation theories) and, educational issues (inquiry-based learning). In this monograph, the phenomenon of motivation is presented in the light of sociology, psychology, and education.
Motivation for learning Physics is rarely examined from the sociological perspective, which is based on the theory of generations. According to the sociological...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.