Promotion of Intrinsic Motivation of New Generation Learners for Learning Physics by Digital Physics Labs

Palmira Peciuliauskiene

Abstract


The article deals with the role of digital Physics experiments in the promotion of intrinsic motivation of secondary school age learners for learning Physics. The methodological basis of research is inquiry-based learning. The article focuses on the second level of inquiry-based learning referred to as structured inquiry. The study is based on the sociological approach, with the emphasis on the new generation (Generation Z) and their exclusive relationship to technology. The research problem is formulated as a question: how does digital Physics laboratory promote intrinsic motivation of the new generation learners?

Learners’ intrinsic motivation is analysed on the basis of Self-Determination Theory. Despite this theory, motivation is based on three basic needs: a need for autonomy, a need for competency and a need for social relatedness. The article examines how digital Physics labs provide basic psychological needs for autonomy, competency and social relatedness of eighth-form learners.

 


Keywords


intrinsic motivation for learning Physics; inquiry-based learning; digital Physics labs

Full Text:

PDF

References


Bajpai, M. (2013). Developing Concepts in Physics Through Virtual Lab Experiment: An Effectiveness Study. Te c h n o L E A R N : An International Journal of Educational Technology. 3 (1), 43-50.

Banchi, H. & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46 (2), 26–29.

Brophy, J. (2004). Motivating Students to Learn. New Jersey: Lawrence Erlbaum Associates.

Brophy, J. (2008). Developing students’ appreciation for what is taught in School. Educational Psychologist, 43(3), 132–141.

Cross-Bystrom A. (2010). What you need to know about Generation Z. Imedia Connection. Downloaded from http://www.imediaconnection.com/content/27425.asp

Fisher, H.R. Horstendal, M. (1997). Motivation and learning physics. Research and Science education. 27(3), 411-424, pp. 411.

Ince, E.; Kirbaslar, F.G.; Yolcu, E. at all., (2014 ). 3-dimensonal and interactive istanbul university virtual laboratory based on active learning methods. Tojet: The Turkish Online Journal of Educational Technology – January 2014, volume 13(1), 1-20.

Loukomies, A. Pnevmatikos, D., Lavonen, J, Spyrtou, A., Byman, R, Kariotoglou, P. & Juuti, K.( 2013). Research in Science Education. 43 (6), 2517-2539.

McAuley‚ E.‚ Duncan‚ T.‚ & Tammen‚ V. V. (1987). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport‚ 60‚ 48-58.

McCrindle, M. Wolfinger, E. (2010). The ABC of XYZ: Understanding the Global Generation. Australia: University of New South Wales Press Ltd.

Nedic, Z., Machotka, J. and Nafalsk, A. (2003). Remote laboratories versus virtual and real laboratories. November 58, 33rd ASEE/IEEE Frontiers in Education Conference. Downloaded from http://www.icee.usm.edu/ICEE/conferences/FIEC2003/papers/1077.pdf

Osborne, J. & Dillon, J. (2008). Science Education in Europe: Critical Reflections. London: The Nuffield Foundation.

Pardee, R. L. (1990). Motivation Theories of Maslow, Herzberg, McGregor & McClelland. A Literature Review of Selected Theories Dealing with Job Satisfaction and Motivation. Downloaded from http://files.eric.ed.gov/fulltext/ED316767.pdf

Peciuliauskiene, P. (2014). E-learning and motivation for learning physics at school: the case of generations Y and Z. DIVAI 2014 : 10th International scientific conference on distance learning in applied informatics : conference proceedings : Štúrovo, Slovakia, May 5–7, 2014. Štúrovo, 441-451.

Reeve, J. & Jang, H. (2006). What Teachers Say and Do to Support Students' Autonomy During a Learning Activity. Journal of Educational Psychology Vol. 98 (1), 209-218.

Rosen, L.D. (2012). iDisorder. Understending our obsession with technology and overcoming its hold on us. US: PALGRAVE Macmillan.

Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: an organismic–dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester: The University of Rochester Press.

Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school. New York: Taylor & Francis.

Ryan‚ R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology‚ 43‚ 450-461.

Ryan‚ R. M.‚ Koestner‚ R.‚ & Deci‚ E. L. (1991). Varied forms of persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion‚ 15‚ 185-205.

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23, 263–280.

Wolf, S.J. & Fraser, B.J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38, 21-341.




DOI: http://dx.doi.org/10.17770/sie2015vol4.407

Refbacks

  • There are currently no refbacks.