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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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Tab. 1.2.1:Scientific inquiry in terms of the 5E model: the issue of the ENGAGE project

Tab. 1.2.2:The four levels of inquiry and the information given to the student in each one (Banchi & Bell, 2008, p. 27)

Tab. 1.2.3:The comparison of four levels of inquiry with general and scientific inquiry

Tab. 1.2.4:A rubric to characterize inquiry in the laboratory (Buck et al., 2008, p. 54)

Tab. 3.1.1:Number of respondents participating in national research (2004–2008)

Tab. 3.1.2:Spearman’s correlation coefficients of learners’ experiential activity in the classes of Physics and their motivation for learning Physics (correlations have been calculated using the data base of the national research of 2008)

Tab. 3.1.3:Spearman’s correlation coefficients of the motivation for learning Physics. inquiry-based activity in Physics and computer related activity of tenth formers (correlations have been calculated using the data base of the national research of 2004)

Tab. 3.1.4:Advantages of virtual laboratory work in Physics: statements and categories

Tab. 3.1.5:Advantages of laboratory work in Physics accomplished in the real settings: statements and categories

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