Student Learning in Science Classrooms: What Role Does Motivation Play?
Student Learning in Science Classrooms: What Role Does Motivation Play?
复制标题
学生在科学课堂上的学习：动机发挥什么作用？
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
P. Pintrich
中科院分区：
文献类型：
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作者：
C. R. Bonney;Toni M. Kempler;Akane Zusho;Brian P. Coppola;P. Pintrich
当今科学教育的主要目标之一是获得科学素养，其中包括对关键科学原理和思想的更深入的概念性理解，在现实生活中应用科学知识的能力，以及发现问题和进行科学探究的能力（美国科学促进会，1994；马克思等，1997）。在考察科学素养的前因时，一项卓有成效的研究途径就是对学生认知的研究。特别是，这项工作强调了影响概念变化的先验知识的可供性和限制。这些学习认知模型主要关注编码、自动化和元认知策略等因素，实验室研究发现这些因素在概念转变过程中发挥着关键作用。然而，还需要考虑非认知因素，例如学生的动机信念，特别是在检查学生在学术课堂中的认知参与度时（Pintrich 等，1993；Zusho 等，2003）。因此，本章的目的是讨论科学教育中动机的价值。值得注意的是，我们在本章中更多地将动机概念化为一个过程，而不是一个结果。借鉴最近从社会认知和情境角度进行的研究，我们强调动机的多维性质，并研究动机过程如何受到课堂情境因素的影响。简而言之，我们不认为动机是一种普遍特征，在一般的定量连续体中，一些学生的动机较高，而另一些学生的动机较低。相反，我们假设学生的动机是根据课堂上发生的教学、任务和活动而定位和变化的。在考虑动机和成就之间的关系时，我们提出了动机信念可以影响积极学术成果的两种一般方式（Linnenbrink＆Pintrich，2002）。首先，动机信念可以被认为“调节”某些教学策略和成就之间的关系（见图1a）。例如，实施新的探究式课程可以使学生对科学更加感兴趣，最终可以取得更高的成就。简而言之，这种观点认为“好的”教学应该导致更具适应性的动机过程，这反过来又应该带来积极的学术成果（Stipek，2001）。
One of the major goals of science education today is the attainment of scientific literacy, which includes deeper conceptual understanding of key scientific principles and ideas, the ability to apply scientific knowledge in real-life contexts, as well as the ability to identify problems and conduct scientific inquiry (American Association for the Advancement of Science, 1994; Marx et al, 1997). In examining the antecedents of scientific literacy, one fruitful avenue of research has been the work on student cognition. In particular, this work has underscored the affordances and constraints of prior knowledge influencing conceptual change. These cognitive models of learning have focused mainly on factors such as encoding, automatization, and metacognitive strategies, which have been found in laboratory studies to play a critical role in the conceptual change process. However, there is a need to also consider noncognitive factors such as students’ motivational beliefs, especially when examining students’ cognitive engagement in academic classrooms (Pintrich et al., 1993; Zusho et al, 2003). Accordingly, the purpose of this chapter is to discuss the value of motivation within science education. It is important to note that we conceptualize motivation in this chapter more as a process, rather than as a product. Drawing on recent research from social–cognitive and situated perspectives, we stress the multidimensional nature of motivation and examine how motivational processes are influenced by classroom contextual factors. In short, we do not consider motivation to be a general trait, with some students more and others less motivated along a general quantitative continuum. Rather, we assume student motivation to be situated and changeable as a function of instruction, tasks, and activities that take place in a classroom. In considering the relation between motivation and achievement, we propose two general ways in which motivational beliefs can influence positive academic outcomes (Linnenbrink & Pintrich, 2002). First, motivational beliefs can be thought to “mediate” the relation between certain instructional strategies and achievement (see Figure 1a). For example, the implementation of a new inquiry-based curriculum can result in students becoming more interested in science, which ultimately could lead to higher levels of achievement. In short, this view assumes that “good” instruction should lead to more adaptive motivational processes, which should in turn lead to positive academic outcomes (Stipek, 2001).
影响因子：
4.6
作者：
ECCLES, J;WIGFIELD, A;BLUMENFELD, P
通讯作者：
BLUMENFELD, P