Classrooms and Culture: The Role of Context in Shaping Motivation and Identity for Science Learning in Indigenous Adolescents

Autor/inn/en	Middleton, Michael; Dupuis, Juliann; Tang, Judy
Titel	Classrooms and Culture: The Role of Context in Shaping Motivation and Identity for Science Learning in Indigenous Adolescents
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 1, S.111-141 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-012-9385-5
Schlagwörter	Adolescents; Student Motivation; Semi Structured Interviews; Educational Practices; Science Instruction; Rural Areas; Indigenous Populations; Foreign Countries; Observation; Learning Motivation; Teacher Student Relationship; Educational Environment; Student Needs; Belize; Taiwan + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Bildungspraxis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Rural area; Ländlicher Raum; Sinti und Roma; Ausland; Beobachtung; Motivation for studies; Lernmotivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Many rural indigenous communities rely on science knowledge and innovation for survival and economic advancement, which requires community members to be motivated for learning science. Children in these communities have been viewed by some as unmotivated due to their low science achievement as they progress in school, particularly into majority secondary schools. Current theories of motivation, such as achievement goal theory, take classroom context into account when examining individual motivation. However, motivational climate can also be considered as tightly woven with the cultural and social practices of a community rather than individual perception. In this study, researchers spent time in two indigenous villages observing classrooms, participating in community events, and talking with community members. During those visits, Attayal/Sediq children in Taiwan (n = 18) and Mopan Mayan children in Belize (n = 18) participated in three semi-structured interviews about their experience learning science in school, home, and community. Results indicate that motivation for learning science is closely linked with their identity as science learners. Three themes emerged to illuminate how social practices may or may not support individual identity, and consequently motivation, for learning science--student/teacher relationships, support for learning, and motivational climate. Differences between children in Taiwan and Belize are explored. Implications for motivation theory, educational practice, and policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10