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.
2 Methodology of motivation for learning Physics and Mathematics
2Methodology of motivation for learning Physics and Mathematics
2.1Basic paradigms of motivation for learning
By Palmira Pečiuliauskienė
In this part of the monograph the philosophical commitments and learning theories of the research are introduced. The research builds on literature about learning theories: cognitivism, constructivism, and connectivism.
The research of this monograph is based on philosophical commitments and learning theories. There are many different educational philosophies that can be applied as the background of educational research. Our research on motivation for learning Physics and Mathematics is based on the positivist, pragmatic, and progressivist paradigm.
Positivism confirms the role of science and Mathematics in the process of cognition. The fundamental basis of the paradigm of positivism is: objective reality exists that can be known and, thus, reality is inherently ordered. All knowledge regarding the matters of fact is based on the data of experience and beyond the realm of fact is pure logic and Mathematics.
Pragmatism has also tremendously influenced our research, as it emphases action in educational practice. The central theme of pragmatism is activity. Pragmatists state that the truth can be known only through its practical action and see thought as intrinsically connected with action. According to the pragmatic paradigm, teaching methods have to focus on hands-on activity, experimenting, and projects. Students should apply their knowledge to real situations through experimental inquiry. In this monograph, scientific inquiry is analysed on the basis of John Dewey’s ideas on...
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