Article detail · 2015
Student Motivation in Constructivist Learning Environment
Journal
Eurasia Journal of Mathematics Science and Technology Education- Year
- 2015
- Type
- article
Data source split
- YÖKSİS venue Eurasia Journal of Mathematics Science and Technology Education
- OpenAlex OpenAlex enrichment (abstract, citations, topics)
Abstract
OpenAlex · English
Background:The purpose of this study was to investigate the relation between constructivist learning environment and students’ motivation to learn science by testing whether students’ self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students’ anxiety about science assessment decreases when more opportunities for personal relevance, student negotiation, shared control, critical voice, and uncertainty for scientific knowledge is provided.Materials and methods:Constructivist Learning Environment Survey and Science Motivation Questionnaire were administered to 243 elementary school students. The hypothesized model for students’ motivation to learn science in their perceived learning environment was tested via LISREL.Results:The results revealed that the students were not much motivated to learn science in more constructivist learning environment. On the other hand, the findings indicated that the students were more motivated to learn science when they had more opportunities in relating science with the real world issues.Conclusions:Therefore, science educators should emphasize more on the connectedness of science at school to real life for motivating students to learn science.
Topics
Citations
OpenAlex cited_by_count. Not a WoS or Scopus citation count; those sources have no separate column here.
102 citations
OpenAlex cited_by_count (cache / database)
14 publications in the local catalog that cite this work (OpenAlex reference match; not the full global list).
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- Examining in-service and pre-service science teachers’ learning environment perceptions and their sense of efficacy beliefs 2025
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- Effects of Augmented Reality and Video‐Based Learning in Inquiry‐Based Science Education on Academic Achievement and Motivation to Learn Science 2025
- The Effect of 5E Learning Cycle and Multiple Intelligence Approach on 9th Grade Students’ Achievement, Attitude, and Motivation toward Chemistry on Unit of Chemical Properties 2020
- Effects of Augmented Reality and Video‐Based Learning in Inquiry‐Based Science Education on Academic Achievement and Motivation to Learn Science 2025