Chemické úlohy se školními měřicími systémy: motivační orientace žáků v badatelsky orientovaných úlohách

Petr Šmejkal; Marek Skoršepa; Eva Stratilová Urválková; Pavel Teplý

doi:10.14712/18047106.280

Vol. 7 No. 1 (2016): sciED Research Reports

Chemistry IBSE Activities with Probeware: Pupil’s Motivational Orientation

Petr Šmejkal, ¹ Marek Skoršepa, ² Eva Stratilová Urválková, ¹ Pavel Teplý, ¹

Katedra učitelství a didaktiky chemie, Přírodovědecká fakulta Univerzity Karlovy v Praze
Katedra chémie, Fakulta prírodných vied Univerzity Mateja Bela Tajovského 40, 974 01 Banská Bystrica

DOI: https://doi.org/10.14712/18047106.280

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Šmejkal, P., Skoršepa, M., Stratilová Urválková, E., & Teplý, P. (2016). Chemistry IBSE Activities with Probeware: Pupil’s Motivational Orientation. Scientia in Educatione, 7(1), 29-48. https://doi.org/10.14712/18047106.280

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Abstract

The key factor in science education is motivation. Suitable motivation can simplify the educational process, it can involve pupils in studied phenomena, support the knowledge retention, etc. Basic knowledge related to motivation in case of some specific areas of education can help make education more effective and interesting. To employ motivational potential of suitably selected factors (i.e., connection with real life, employment of ICT, . . . ) in class effectively, it is valuable to know the motivation orientation of pupils as well as the factors which influence it. The article is focused on the study and evaluation of pupils’ motivational orientations when performing IBSE (Inquire based science education) activities with implemented MBL (probeware). An important motivation element is connecting the objectives of the activities to “real life” problems. For studying and evaluation of the motivational orientations, pupils filled in two questionnaires (pre- and post-) based on two validated tools: (i) Motivated Strategies for Learning Questionnaire (MSLQ) and (ii) Intrinsic Motivation Inventory (IMI). The questionnaires were statistically evaluated via the reliability test (Cronbach’s alpha), the analysis of variance (one-way ANOVA) and cluster analysis. The results showed that the majority of pupils were highly motivated before the course and their motivation increased after the laboratory course. The activities themselves were also evaluated positively, especially those focused on human body (effectivity of antacids) or medialized current affairs (gas chromatography — methanol affair). ANOVA testing showed that the key factor influencing motivational orientations are both the school attended and the chemistry teacher. On the contrary, motivational orientations are not very affected by gender or by the activity performed. Overall, pupils enjoyed the activities and work with MBL and they are in favour of implementing MBL into secondary school laboratories.

References

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Atar, H. Y. (2002). Chemistry students' challenges in using MBL's in science laboratories. In Search in Google Scholar
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Barton, R. (1997). How do computers affect graphical interpretation? School Science Review, 79(287), 55-60. Search in Google Scholar
Boone, H. N. J. & Boone, D. A. (2012). Analyzing Likert data. Journal of Extension, 50(2). Search in Google Scholar
Brasell, H. (1987). The effect of real-time laboratory graphing on learning graphic representations of distance and velocity. Journal of Research in Science Teaching, 24(4), 385-395. Search in Google Scholar
Campbell, M. M. (2001). Motivational strategies, learning strategies and the academic performance of African-American students in a college business environment: A correlation study. Dissertation Abstracts International, 62(2-A), 432. Search in Google Scholar
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. Search in Google Scholar
Duda, J. L. (1992). Motivation in sport settings: A goal perspective approach. In Roberts, G. C.(Ed) Motivation in sport and exercise. (57-91) Champaign, IL (USA): Human Kinetics. Search in Google Scholar
Hamne, P. & Bernhard, J. (2001). Educating pre-service teachers using hands-on and microcomputer based labs as tools for concept substitution. In R. Pinto, & S. Surinach (Eds.) Physics Teacher Education Beyond 2000 (663-666). Paris: Elsevier. Search in Google Scholar
Hood, B. J. (1994). Research on computers in chemistry education: reflections and predictions March 29, 1993. Journal of Chemical Education, 71(3), 196-200. Search in Google Scholar
Kekule, M., Zak. V. et al. (2014). Inquiry based science education and collecting evidence about its impact on students (Establish project approach). In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 14 (co-ed. Couso, D., Louca, L.), (pp.11) Nicosia, Cyprus: European Science Education Research Association. Search in Google Scholar
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Likert, R. (1932). A technique for the measurement of attitudes. Archives of psychology, 22(140), 1-55. Search in Google Scholar
Linn, M. C. (1988). Curriculum reformation: Incorporating technology into science instruction. In Annual meeting of the American Educational Research Association. New Orleans. Search in Google Scholar
Lustig, F., Lustigová, Z. & Vlášek, P. (1992) ISES - příručka k soupravě Školní experimentální systém, Učební pomůcky PC-IN/OUT. Praha. Search in Google Scholar
Markland, D. & Hardy, L. (1997). On the factorial and construct validity of the Intrinsic Motivation Inventory: Conceptual and operational concerns. Research Quarterly for Exercise and Sport, 68(1), 20-32. Search in Google Scholar
McAuley, E., Duncan, T. & Tammen, V. V. (1989). 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. Search in Google Scholar
Mokros, J. R. & Tinker, R. F. (1987). The impact of microcomputer-based labs on children's ability to interpret graphs. Journal of Research in Science Teaching, 24(4), 369- 383. Search in Google Scholar
Monetti, D. M. (2002). A multiple regression analysis of self-regulated learning, epistemology and student achievement. Dissertation Abstracts International, 61(10-A), 3294. Search in Google Scholar
Nachmias, R. & Linn, M.C. (1987). Evaluations of science laboratory data: The role of computer-presented information. Journal of Research in Science Teaching, 24(5), 491-506. Search in Google Scholar
Nakhleh, M. B. (1994). A review of microcomputer-based labs: how have they affected science learning? Journal of Computers in Mathematics and Science Teaching, 13(4), 368-381. Search in Google Scholar
Niemi, H., Nevgi, A. & Virtanen, P. I. (2003). Towards self-regulation in web-based learning. Journal of Educational Media, 28(1), 49-71. Search in Google Scholar
Pintrich, P. R. et al. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Michigan (US): Ann Arbor, National Centre for Research to Improve Postsecondary Teaching and Learning. Search in Google Scholar
Plant, R. W. & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally controlling styles. Journal of Personality, 53(3), 435-449. Search in Google Scholar
Rotgans, J. I. & Schmidt, H. G. (2010). The Motivated Strategies for Learning Questionnaire: A measure for students' general motivational beliefs and learning strategies? The Asia-Pacific Education Researcher, 19(2), 357-381. Search in Google Scholar
Russell, D. W., Lucas, K. B. & McRobbie, C. J. (2003). The role of the microcomputer-based laboratory display in supporting the construction of new understandings in kinematics. Research in Science Education, 33(2), 217-243. Search in Google Scholar
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of personality and social psychology, 43(3), 450-461. Search in Google Scholar
Skoršepa, M., Stratilová Urválková, E., Šmejkal, P., Tortosa, M. M. & Urban-Woldron, H. (2014). Activities with sensors in laboratory of biology: Students’ motivation and understanding the activities. In Nodzyńska, M., Cieśla, P. & Kania, A. (Eds.) Experiments in teaching and learning natural sciences (25-33). Kraków: Pedagogická univerzita. Search in Google Scholar
Skoršepa, M. & Šmejkal, P. (2015). Psychometrické vlastnosti nástrojov na zisťovanie motivačnej orientácie žiakov v digitálnom prírodovednom laboratóriu. In: Didaktika chemie a její kontexty“ (180-186). Brno: Masarykova univerzita. Search in Google Scholar
Skoršepa, M. (2015). Počítačom podporované experimenty v prírodovednom vzdelávaní. Banská Bystrica: Belianum (Vydavateľstvo UMB). Search in Google Scholar
SPSS INC. PASW Statistics for Windows. Verze 18.0. Chicago: SPSS Inc., Vydání 2009. Search in Google Scholar
Stein, J. S. (1987). The computer as laboratory partner: Classroom experience gleaned from one year of microcomputer-based laboratory use. Journal of Educational Technology Systems, 15(3), 225-236. Search in Google Scholar
Stratilová Urválková, E., Šmejkal, P., Skoršepa, M., Teplý, P. & Tortosa, M. (2014). MBL Activities Using IBSE: Learning biology in context. In Cieśla, P. & Michniewska, A. (Eds.)Teaching and Learning Science at all Levels of Education (131-134). Kraków: Pedagogická univerzita. Search in Google Scholar
Stratilová Urválková, E., Šmejkal, P., Teplý, P., Skoršepa, M., Tortosa, M., Urban-Woldron, H. (2014). New IBSE oriented activities for biology – design and evaluation. In Bílek, M. (Ed.) Science And Technology Education For The 21st Century, Research and Research Oriented Studies, Proceedings of the 9th IOSTE Symposium for Central and Eastern Europe (274-285). Hradec Králové: Gaudeamus. Search in Google Scholar
Svec, M. (1999). Improving graphing intrepretation skills and understanding of motion using microcomputer based laboratories. Electronic Journal of Science Education, 3(4). Search in Google Scholar
Thornton, R. K. (1989). Using the microcomputer-based laboratory to improve student conceptual understanding in Physics. In Microcomputers in Physics Education. Proceedings of a Symposium. Adana, Turkey. Search in Google Scholar
Thornton, R. K. & Sokoloff, D. R. (1990). Learning motion concepts using real-time microcomputer-based laboratory tools. American Journal of Physics, 58(9), 858-867. Search in Google Scholar
Tinker, R. (1996). Microcomputer-based labs: educational research and standards. Berlin: Springer-Verlag. Search in Google Scholar
Tinker, R. F. (1984). Microcomputers in the lab: Techniques and applications. Cambridge: Technical Educational Research Center. Search in Google Scholar
Ward, J. H. J. (1963). Hierarchical grouping to optimize an objective function. Journal of the American Statistical Association, 58(301), 236-244. Search in Google Scholar
White, R. T. & Gunstone, R. F. (1992). Probing Understanding. Great Britain: Falmer Press. Search in Google Scholar
Whitehead, J. R. & Corbin, C. B. (1991). Effects of fitness test type, teacher, and gender on exercise intrinsic motivation and physical self-worth. Journal of School Health, 61(1), 11-16. Search in Google Scholar
Urban-Woldron, H., Tortosa, M. & Skoršepa, M. (2013). Implementing learning with sensors in science education: Students’ motivational orientations toward using MBL. In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning (848-854). Strand 4. Nicosia, Cyprus: European Science Education Research Association. Search in Google Scholar
Wolters, C. A. (2004) Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of educational psychology, 96(2), 236-250. Search in Google Scholar

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[1] Aksela, M. (2005). Supporting meaningful chemistry learning and higher-order thinking through computer-assisted inquiry: A design research approach. [Disertační práce] Helsinki: University of Helsinki. Search in Google Scholar

[2] Atar, H. Y. (2002). Chemistry students' challenges in using MBL's in science laboratories. In Search in Google Scholar

[3] Proceedings of Association for the Education of Teachers in Science. Charlotte: Association for the Education of Teachers in Science. Search in Google Scholar

[4] Barise, A. (1998). The effectiveness of case-based instruction vs. the lecture-discussion method in multicultural social work. [Disertační práce] Montreal: McGill University. Search in Google Scholar

[5] Barton, R. (1997). How do computers affect graphical interpretation? School Science Review, 79(287), 55-60. Search in Google Scholar

[6] Boone, H. N. J. & Boone, D. A. (2012). Analyzing Likert data. Journal of Extension, 50(2). Search in Google Scholar

[7] Brasell, H. (1987). The effect of real-time laboratory graphing on learning graphic representations of distance and velocity. Journal of Research in Science Teaching, 24(4), 385-395. Search in Google Scholar

[8] Campbell, M. M. (2001). Motivational strategies, learning strategies and the academic performance of African-American students in a college business environment: A correlation study. Dissertation Abstracts International, 62(2-A), 432. Search in Google Scholar

[9] Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. Search in Google Scholar

[10] Duda, J. L. (1992). Motivation in sport settings: A goal perspective approach. In Roberts, G. C.(Ed) Motivation in sport and exercise. (57-91) Champaign, IL (USA): Human Kinetics. Search in Google Scholar

[11] Hamne, P. & Bernhard, J. (2001). Educating pre-service teachers using hands-on and microcomputer based labs as tools for concept substitution. In R. Pinto, & S. Surinach (Eds.) Physics Teacher Education Beyond 2000 (663-666). Paris: Elsevier. Search in Google Scholar

[12] Hood, B. J. (1994). Research on computers in chemistry education: reflections and predictions March 29, 1993. Journal of Chemical Education, 71(3), 196-200. Search in Google Scholar

[13] Kekule, M., Zak. V. et al. (2014). Inquiry based science education and collecting evidence about its impact on students (Establish project approach). In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 14 (co-ed. Couso, D., Louca, L.), (pp.11) Nicosia, Cyprus: European Science Education Research Association. Search in Google Scholar

[14] Kráľ, P., Kanderová, M., Kaščáková, A. et al. (2009). Viacrozmerné štatistické metódy so zameraním na riešenie problémov ekonomickej praxe. Banská Bystrica: Ekonomická fakulta UMB. Search in Google Scholar

[15] Laws, P. W. (1991). Calculus-based physics without lectures. Physics Today, 44(12), 24-31. Search in Google Scholar

[16] Likert, R. (1932). A technique for the measurement of attitudes. Archives of psychology, 22(140), 1-55. Search in Google Scholar

[17] Linn, M. C. (1988). Curriculum reformation: Incorporating technology into science instruction. In Annual meeting of the American Educational Research Association. New Orleans. Search in Google Scholar

[18] Lustig, F., Lustigová, Z. & Vlášek, P. (1992) ISES - příručka k soupravě Školní experimentální systém, Učební pomůcky PC-IN/OUT. Praha. Search in Google Scholar

[19] Markland, D. & Hardy, L. (1997). On the factorial and construct validity of the Intrinsic Motivation Inventory: Conceptual and operational concerns. Research Quarterly for Exercise and Sport, 68(1), 20-32. Search in Google Scholar

[20] McAuley, E., Duncan, T. & Tammen, V. V. (1989). 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. Search in Google Scholar

[21] Mokros, J. R. & Tinker, R. F. (1987). The impact of microcomputer-based labs on children's ability to interpret graphs. Journal of Research in Science Teaching, 24(4), 369- 383. Search in Google Scholar

[22] Monetti, D. M. (2002). A multiple regression analysis of self-regulated learning, epistemology and student achievement. Dissertation Abstracts International, 61(10-A), 3294. Search in Google Scholar

[23] Nachmias, R. & Linn, M.C. (1987). Evaluations of science laboratory data: The role of computer-presented information. Journal of Research in Science Teaching, 24(5), 491-506. Search in Google Scholar

[24] Nakhleh, M. B. (1994). A review of microcomputer-based labs: how have they affected science learning? Journal of Computers in Mathematics and Science Teaching, 13(4), 368-381. Search in Google Scholar

[25] Niemi, H., Nevgi, A. & Virtanen, P. I. (2003). Towards self-regulation in web-based learning. Journal of Educational Media, 28(1), 49-71. Search in Google Scholar

[26] Pintrich, P. R. et al. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Michigan (US): Ann Arbor, National Centre for Research to Improve Postsecondary Teaching and Learning. Search in Google Scholar

[27] Plant, R. W. & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement: An investigation of internally controlling styles. Journal of Personality, 53(3), 435-449. Search in Google Scholar

[28] Rotgans, J. I. & Schmidt, H. G. (2010). The Motivated Strategies for Learning Questionnaire: A measure for students' general motivational beliefs and learning strategies? The Asia-Pacific Education Researcher, 19(2), 357-381. Search in Google Scholar

[29] Russell, D. W., Lucas, K. B. & McRobbie, C. J. (2003). The role of the microcomputer-based laboratory display in supporting the construction of new understandings in kinematics. Research in Science Education, 33(2), 217-243. Search in Google Scholar

[30] Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of personality and social psychology, 43(3), 450-461. Search in Google Scholar

[31] Skoršepa, M., Stratilová Urválková, E., Šmejkal, P., Tortosa, M. M. & Urban-Woldron, H. (2014). Activities with sensors in laboratory of biology: Students’ motivation and understanding the activities. In Nodzyńska, M., Cieśla, P. & Kania, A. (Eds.) Experiments in teaching and learning natural sciences (25-33). Kraków: Pedagogická univerzita. Search in Google Scholar

[32] Skoršepa, M. & Šmejkal, P. (2015). Psychometrické vlastnosti nástrojov na zisťovanie motivačnej orientácie žiakov v digitálnom prírodovednom laboratóriu. In: Didaktika chemie a její kontexty“ (180-186). Brno: Masarykova univerzita. Search in Google Scholar

[33] Skoršepa, M. (2015). Počítačom podporované experimenty v prírodovednom vzdelávaní. Banská Bystrica: Belianum (Vydavateľstvo UMB). Search in Google Scholar

[34] SPSS INC. PASW Statistics for Windows. Verze 18.0. Chicago: SPSS Inc., Vydání 2009. Search in Google Scholar

[35] Stein, J. S. (1987). The computer as laboratory partner: Classroom experience gleaned from one year of microcomputer-based laboratory use. Journal of Educational Technology Systems, 15(3), 225-236. Search in Google Scholar

[36] Stratilová Urválková, E., Šmejkal, P., Skoršepa, M., Teplý, P. & Tortosa, M. (2014). MBL Activities Using IBSE: Learning biology in context. In Cieśla, P. & Michniewska, A. (Eds.)Teaching and Learning Science at all Levels of Education (131-134). Kraków: Pedagogická univerzita. Search in Google Scholar

[37] Stratilová Urválková, E., Šmejkal, P., Teplý, P., Skoršepa, M., Tortosa, M., Urban-Woldron, H. (2014). New IBSE oriented activities for biology – design and evaluation. In Bílek, M. (Ed.) Science And Technology Education For The 21st Century, Research and Research Oriented Studies, Proceedings of the 9th IOSTE Symposium for Central and Eastern Europe (274-285). Hradec Králové: Gaudeamus. Search in Google Scholar

[38] Svec, M. (1999). Improving graphing intrepretation skills and understanding of motion using microcomputer based laboratories. Electronic Journal of Science Education, 3(4). Search in Google Scholar

[39] Thornton, R. K. (1989). Using the microcomputer-based laboratory to improve student conceptual understanding in Physics. In Microcomputers in Physics Education. Proceedings of a Symposium. Adana, Turkey. Search in Google Scholar

[40] Thornton, R. K. & Sokoloff, D. R. (1990). Learning motion concepts using real-time microcomputer-based laboratory tools. American Journal of Physics, 58(9), 858-867. Search in Google Scholar

[41] Tinker, R. (1996). Microcomputer-based labs: educational research and standards. Berlin: Springer-Verlag. Search in Google Scholar

[42] Tinker, R. F. (1984). Microcomputers in the lab: Techniques and applications. Cambridge: Technical Educational Research Center. Search in Google Scholar

[43] Ward, J. H. J. (1963). Hierarchical grouping to optimize an objective function. Journal of the American Statistical Association, 58(301), 236-244. Search in Google Scholar

[44] White, R. T. & Gunstone, R. F. (1992). Probing Understanding. Great Britain: Falmer Press. Search in Google Scholar

[45] Whitehead, J. R. & Corbin, C. B. (1991). Effects of fitness test type, teacher, and gender on exercise intrinsic motivation and physical self-worth. Journal of School Health, 61(1), 11-16. Search in Google Scholar

[46] Urban-Woldron, H., Tortosa, M. & Skoršepa, M. (2013). Implementing learning with sensors in science education: Students’ motivational orientations toward using MBL. In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning (848-854). Strand 4. Nicosia, Cyprus: European Science Education Research Association. Search in Google Scholar

[47] Wolters, C. A. (2004) Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of educational psychology, 96(2), 236-250. Search in Google Scholar

Scientia in educatione

Chemistry IBSE Activities with Probeware: Pupil’s Motivational Orientation

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