Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel during COVID-19: Students' Motivation and Teachers' Motivational Practices

Autor/inn/en	Fortus, David; Lin, Jing; Passentin, Shira
Titel	Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel during COVID-19: Students' Motivation and Teachers' Motivational Practices
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 7, S.2173-2183 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fortus, David) ORCID (Lin, Jing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10344-9
Schlagwörter	Science Teachers; Distance Education; School Closing; COVID-19; Pandemics; Grade 8; Student Attitudes; Student Motivation; Goal Orientation; Science Education; Predictor Variables; Teaching Styles; Student Needs; Learner Engagement; Psychological Patterns; Foreign Countries; China; Israel + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Schulische Motivation; Zielorientierung; Zielvorstellung; Naturwissenschaftliche Bildung; Prädiktor; Lehrstil; Unterrichtsstil; Ausland
Abstract	Science teachers in many countries were required to shift from face-to-face (F2F) instruction to distance learning (DL) during the COVID-19 pandemic. With the aim of helping science teachers learn how to support their students in negotiating such shifts in the future, we used an online motivation survey based on achievement goal theory to investigate the shifts to over two thousand 8th grade students' perceptions of their science teachers' motivational practices and their own goal orientations towards science that occurred during the transition from F2F instruction to DL in two very different countries, China and Israel. We hoped to identify issues common to both countries, assuming that these issues might be relevant to other countries as well. Factor analysis, t-tests, and multiple regression were used to identify key teacher motivational practices, changes to these practices and to students' goal orientations, and relations between teacher practices and student goal orientations. The major predictor of students' mastery orientation towards science in both F2F instruction and DL, teachers' attentiveness to their students' need to understand, declined for students in both countries during the shift from F2F to DL, and was associated with a decline in students' mastery orientation, engagement, and enjoyment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01