Literaturnachweis - Detailanzeige
| Autor/in | Baird, John R. |
|---|---|
| Titel | Perceptions of challenge in science learning. |
| Quelle | In: International journal of science education, 19 (1997) 10, S. 1195-1209Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Einstellung (Psy); Einstellungsbildung; Vorstellung (Psy); Schüler; Interesse; Lernen; Motivation; Physikunterricht; Herausforderung; Schwierigkeit |
| Abstract | Prior research has indicated that decisions made by students about their learning are influenced by perceptions of various factors related to the task and classroom context. This influence seems to be mediated by the extent to which the learner perceives personal challenge in what is done. This concept of personal challenge comprises both cognitive ( demand) and effective (motivation) components. In the current paper, response trends of almost 4000 secondary science students to a questionnaire structured according to factors associated with challenge are considered by school, year level and gender. These trends indicate that challenge in science dimishes as students move from Years 7 to 10, due to increasingly negative perceptions of many of these factors. Results also indicate however that, through purposeful change in teaching perspectives and practices, teachers can establish and sustain students' sense of challenge in classroom learning. (Autorenreferat). |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 1999_(CD) |
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