Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference

2009 ◽  
Vol 46 (2) ◽  
pp. 166-191 ◽  
Author(s):  
Helen Patrick, ◽  
Panayota Mantzicopoulos ◽  
Ala Samarapungavan
Keyword(s):  
Gender Gap ◽  
Literacy Instruction ◽  
Learning Science ◽  
Motivation For Learning

scholarly journals School Students’ Motivation for Learning Sciences: How is it Influenced by Self-confidence in Science and Inquiry-based Teaching Approach?

Pedagogika ◽  
2019 ◽  
Vol 134 (2) ◽  
pp. 121-134
Author(s):  
Palmira Pečiuliauskienė ◽  
Alena Belakoz
Keyword(s):  
Teaching Science ◽  
The Self ◽  
Teaching Approach ◽  
Learning Science ◽  
School Students ◽  
Self Confidence ◽  
Inquiry Approach ◽  
Motivation For Learning ◽  
Two Factors ◽  
Timss 2015

The article deals with the Lithuanian school students’ motivation for learning science on the basis of TIMSS 2015 data. This article analyses the influence of two factors on motivation for learning science: the self-confidence in science of school students’ and teaching science using inquiry-based approach. The purpose of the research is to analyze the influence of self-confidence in science and the influence of teaching science by inquiry approach on students’ motivation for learning science.

scholarly journals School Students’ Self-confidence in Science and Intrinsic Motivation for Learning Science: Self-Concept and Self-Efficacy Approach

Pedagogika ◽  
2020 ◽  
Vol 137 (1) ◽  
pp. 138-155
Author(s):  
Palmira Pečiuliauskienė
Keyword(s):  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Self Concept ◽  
Learning Science ◽  
School Students ◽  
Self Confidence ◽  
Motivation For Learning ◽  
Timss 2015

The study deals with the Lithuanian school students’ self-confidence in science and motivation for learning science on the basis of TIMSS 2015 data. The study analyses two components of self-confidence: science self-concept (SSC) and science self-efficacy (SSE). The research revealed that self-confidence in science of school students statistically significant correlate with the motivation for learning science.

scholarly journals THE ENGAGEMENT OF SECONDARY SCHOOL LEARNERS FOR LEARNING SCIENCE BY RESPONSIBLE RESEARCH AND INNOVATION

2017 ◽  
Vol 2 ◽  
pp. 151
Author(s):  
Palmira Peciuliauskiene
Keyword(s):  
Secondary School ◽  
Intrinsic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Responsible Research And Innovation ◽  
Learning Science ◽  
Young Generation ◽  
Research And Innovation ◽  
Motivation For Learning ◽  
Responsible Research

The article deals with the role of responsible research and innovation (RRI) in promoting intrinsic motivation of secondary school learners. RRI is a new concept highlighted by the European Commission that refers to the process which requires a dialogue between scientists and all citizens including the young generation to align the results of research with societal needs in a better way. RRI deals with uncertain areas of knowledge, where arguments and values matter as much as facts. It gives students an opportunity for responsibility and self-expression for coming to informed decisions about the science innovation and their impact. This situation requires a deeper look into the problem of motivation for learning science from the aspect of RRI activity. The research problem is formulated as a question: how does responsible research and innovation in science education promote intrinsic motivation of secondary school learners. Learners’ intrinsic motivation was analysed on the basis of Self-Determination Theory (STD). According to STD, it is important to fulfil three basic psychological needs of learners: the need for autonomy, the need for competence and the need for relatedness. Intrinsic motivation inventory (IMI) was used to assess the participants’ intrinsic motivation related to the RRI activity in science. The article describes the results of RRI project ENGAGE in Lithuania.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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