Pre-Service Teachers' Beliefs about Motivating Students to Learn Science

Autor/inn/en	Jean-Baptiste, Davis; Maher, Damian
Titel	Pre-Service Teachers' Beliefs about Motivating Students to Learn Science
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 11, S.73-87 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Student Attitudes; Student Motivation; Science Education; Secondary School Teachers; Teacher Influence; Foreign Countries; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulische Motivation; Naturwissenschaftliche Bildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Motivation in science learning is important, given increasing necessity for scientific and critical literacy. The purpose of this article is to examine secondary science pre-service teachers' (PSTs) beliefs about motivating students to learn science. A mixed method study was conducted with 73 secondary science PSTs across Australia. A web-based survey and interviews were used to gather data. Turner et al.'s motivation theory (2011) is used as a framework to analyse the data. The findings indicate that the PSTs believed that competence, belongingness, and meaningful learning were factors involved in motivating students. These findings are critical as they are relevant to science education and to initial teacher education and as such, this research contributes to the body of knowledge in this area. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01