COURSE UNIT TITLE

: MOTIVATIONAL STRATEGIES IN SCIENCE EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
IFE 5030 MOTIVATIONAL STRATEGIES IN SCIENCE EDUCATION ELECTIVE 3 0 0 8

Offered By

Science Teacher Education

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

PROFESSOR MEHMET ŞAHIN

Offered to

Science Teacher Education

Course Objective

Identify various meanings of motivation, and factors that influence motivation to learn science. Describe various behavioral and cognitive theories of motivation (such as drive, dissonance, expectancy value, attribution, self-efficacy, and self-determination), their evidence, and their applications in science education. Describe the relationship between motivation to learn and people s beliefs about and perceptions of themselves. Describe strategies to motivate students to study science. Apply motivational theories to science research dealing with motivational issues such as overcoming procrastination, decreasing distress, fear of failure, and anxiety.

Learning Outcomes of the Course Unit

1   Students will be introduced to the field of the psychological study of motivation to learn science in school settings
2   Explore the conceptual and practical value of framing of school and science learning from a motivational and developmental perspective
3   Assist students in exploring how motivational theory and research may relate to interest in science and help them in integrating motivational constructs into science education research
4   Identify factors that affect students interest in and motivation towards learning science
5   Integrate motivational concepts with science education and help students develop elements of motivation in science learning

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Course Overview and Introduction
2 History of Motivation Research The role of motivation on student learning in science classrooms
3 Theories and principles of motivation Factors Affecting Students motivation and Interest to learn science
4 Expectancy-Value Models of Motivation Gender differences in science-motivation
5 Attribution Theory The motivation and recruitment of science students and teachers
6 Social Cognitive Theory and Self-Efficacy How to Motivate Students' Science Learning
7 Goals, Goal Orientations, and Goal Structures Learning Styles in Introductory Science: Enhancing Student Motivation, Interest, and Learning
8 Midterm Exam
9 Developments in Achievement Goal Theory-Performance Goals What is Physics good For Motivational Materials for Students
10 Intrinsic Motivation and Self-Determination Motivational resources for effective Science teaching/learning process
11 Interest and Affect in Motivation Effects of Motivation, Interest, and Academic Engagement on Science Achievement
12 Contextual Approaches - The Role of Schools-Teacher and Classroom Influences The Effects of Learning Environment on Student Motivation in a Science Course
13 Social Relationships and Academic Motivation -Peers, family, communities, and cultures Informal learning settings to motivate students' science learning
14 Student presentations
15 Final Exam

Recomended or Required Reading

Oleg Popov. (2006). Developing outdoor activities and a website as resources to stimulate learning physics in teacher education. Journal of Physics Teacher Education Online, 3(3), 18-23.
Journal of Physics Teacher Education Online 2007. Vol. 4, No. 3
Malcom, S. (2007). Diversity in Physics. Spectrum, 1-3.
Buncick, M. C., Betts, P. G. and Horgan, D. D.(2001) 'Using demonstrations as a contextual road map: enhancing course continuity and promoting active engagement in introductory college physics', International Journal of Science Education, 23: 12, 1237 1255
L. Hoffmann. Promoting girls interest and achievement in physics classes for beginners. Learning and Instruction 12 (2002) 447 465.
Pintrich, P. R. & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd Ed). Columbus, OH: Merrill.
Brophy, J. Synthesis of Research for Motivating Students to Learn. Educational Leadership, Oct. 1987. p.40-48.

Planned Learning Activities and Teaching Methods

Readings from the literature, Research, Online participation in class discussions, Question-Answer, Group Work, Lecture.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 FCG FINAL COURSE GRADE
3 FCG FINAL COURSE GRADE MTEG * 0.40 + FCG * 0.60
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.40 + RST * 0.60


*** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

midterm, paper/presentation, final

Assessment Criteria

To be announced.

Language of Instruction

Turkish

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

mehmet.sahince@gmail.com

Office Hours

weekdays - working hours

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparations before/after weekly lectures 13 6 78
Preparation for midterm exam 1 10 10
Preparation for final exam 1 10 10
Preparing assignments 5 10 50
Preparing presentations 1 10 10
Final 1 1 1
Midterm 1 3 3
TOTAL WORKLOAD (hours) 201

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6
LO.14555
LO.24555
LO.34555
LO.44555
LO.54555

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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