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Motivation of New Generation Students for Learning Physics and Mathematics

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Palmira Pečiuliauskienė and Valdemaras Aleksa

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.

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3 Empirical insights into the motivation of school students for learning science

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3Empirical insights into the motivation of school students for learning science

3.1Motivation for learning Physics at school: the case of different generations

By Palmira Pečiuliauskienė

The chapter deals with e-learning, the relationship of virtual and real activities with motivation of tenth formers of generations Y and Z for learning Physics. The secondary correlative analysis of the results of the national research (2004 and 2008) has been conducted. The data reveal the impact of inquiry-based and computer-related activity on the motivation for learning Physics of Y generation learners. The qualitative research reveals the attitude of Z generation students towards real and digital Physics labs.

3.1.1Introduction

The phenomenon of inquiry-based learning is impacted by changing generations. According to the sociologists’ classification, persons born in 1977–1994 belong to Generation Y whereas the ones born in 1995–2012 belong to Generation Z (McCrindle & Wolfinger, 2010). Currently learners of Generation Z attend comprehensive school. The relationship of Generation Z with technologies has been precisely defined by A. Cross-Bystrom (2010): “Generation Z is technology”.

Not much educational research has been performed on the motivation to learn Physics of preceding (e.g. Generation Y) and current generation (Generation Z) students as well as on the role of virtual and laboratory work to enhance motivation for learning Physics. Current researches are focusing on presenting new technologies and disclosing their advantages rather than analysing the impact of these technologies on learning process and its outcomes...

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