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Children's motivation toward science across contexts, manner of interaction, and topic

Bathgate, ME and Schunn, CD and Correnti, R (2014) Children's motivation toward science across contexts, manner of interaction, and topic. Science Education, 98 (2). 189 - 215. ISSN 0036-8326

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Understanding the features of science learning experiences that organize and motivate children at early ages can help educators and researchers find ways to ignite interest to support future passion and learning in the sciences at a time when children's motivation is declining. Using a sample of 252 fifth- and sixth-grade students, we systematically explore differences in children's motivations toward science experiences across context (formal, informal, neutral), manner of interaction (consuming new knowledge, analyzing, action), and topic (e.g., biology, earth science, physics). Motivations toward science were most influenced by topic. Responses were generally consistent across context and manner of interaction. Implications for science education, as well as measurement and assessment methodology, are discussed. © 2013 Wiley Periodicals, Inc.


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Item Type: Article
Status: Published
CreatorsEmailPitt UsernameORCID
Bathgate, ME
Schunn, CDschunn@pitt.eduSCHUNN0000-0003-3589-297X
Correnti, Rrcorrent@pitt.eduRCORRENT0000-0002-6656-0567
Centers: Other Centers, Institutes, Offices, or Units > Learning Research & Development Center
Date: 1 March 2014
Date Type: Publication
Journal or Publication Title: Science Education
Volume: 98
Number: 2
Page Range: 189 - 215
DOI or Unique Handle: 10.1002/sce.21095
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Refereed: Yes
ISSN: 0036-8326
Date Deposited: 23 Sep 2014 16:53
Last Modified: 17 May 2020 18:55


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