Junior High School Students with Different Learning Motivation Styles Their Perceptions toward Physical Science Teacher’sTeaching Strategies─-A Case Study

• Main Authors: Shwu-Jing Hwang, 黃淑菁
• Other Authors: Hsiao-Lin Tuan
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/38734278480388374328

碩士 === 國立彰化師範大學 === 科學教育研究所 === 88 === The study aims to investigate one class of junior high school students with different learning motivation styles their perceptions of physical science teacher’s teaching. A combination of qualitative and quantitative methods were used in this study. A junior high school physical science class with an experience physical science teacher and various ability students was selected in the study. Data were collected by classroom observation, interview, and questionnaire. Findings were generated by constant compare and contrast with both qualitative and quantitative data. The findings indicated that student’s various motivation styles included intrinsic learning motivation, extrinsic learning motivation, selected learning motivation and avoidance learning motivation. Among various teaching strategies teacher Yu used, some strategies, such as using students’ prior knowledge, daily life examples, and experiment were more toward constructive teaching, and could facilitate students construct knowledge. However, other teaching strategies ,such as introducing formulas, doing exercise, asking questions and giving quiz belonged to traditional instruction. The teacher’s instructional strategies were more like constructive approach could have positive influence to students’ with various learning motivation styles toward physical science. Students’ perceptions of physical science teacher’s teaching indicated majority of students with different learning motivation styles liked to attend the experiments. When they succeeded on learning, it could enhance their learning motivation. Students with selective and avoidance motivation didn’t like to think, calculate, or remember formulas. Students with intrinsic and extrinsic motivation thought good student and teacher interaction could enhance their learning motivation. Students with selective and avoidance motivation preferred to have concrete and daily life oriented teaching. They expected teacher cared for them but didn’t need intensive student- teacher interaction.