Motivation is a Two-Way Street: Pedagogies Employing Discussion in Addition to Lecture Display More Positive Student Motivational Response
Motivation is a Two-Way Street: Pedagogies Employing Discussion in Addition to Lecture Display More Positive Student Motivational Response
复制标题
动机是一条双向路：除了讲座之外还采用讨论的教学法显示更积极的学生动机反应
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Michael D. Gross
中科院分区：
文献类型：
--
作者：
Alex Dillon;J. Stolk;Y. Zastavker;Michael D. Gross
本研究旨在探讨两种最普遍的课堂活动--演讲和讨论--之间的关系及其与学生学习动机的相关性。这项调查使用了来自7个机构的27个入门STEM课程的数据集，这些课程参加了每周的调查，学生们列出了他们最近开展的活动，然后完成了多项选择动机调查。动机调查，自我决定理论（SDT）框架的基础上，测量四种不同类型的动机，外部监管，确定监管和内在动机的水平进行了比较，反过来，在参与课堂的讲座和讨论活动的平衡。课堂活动和学生的动机反应的平均水平之间的相关性被认为是显着的内在动机和外部监管，并不显着的识别监管和动机。本文的目的是激发围绕这些初步结果的教学实践的影响进行讨论。
This research paper investigates the relationship between two of the most ubiquitous classroom activities – lecture and discussion – and their correlation to student motivation. This investigation uses a dataset from 27 introductory STEM classes across 7 institutions that participated in weekly surveys, in which students listed the activities they had recently undertaken and then completed a multiple choice motivation survey. The motivation survey, based on the Self-Determination Theory (SDT) framework, measured the levels of four distinct types of motivation amotivation, external regulation, identified regulation, and intrinsic motivation which were compared, in turn, to the balance of Lecture and Discussion activities in the participating classrooms. The correlations between classroom activity and average level of student’s motivation response were found to be significant for intrinsic motivation and external regulation, and insignificant for identified regulation and amotivation. The purpose of this paper is to stimulate discussion around the implications of these preliminary results for pedagogical practice.