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Learning science - cognitive, affective, and social factors References Boohan, R., Stylianidou, F., Ogborn, J. (2001) Teaching about energy and training for innovation. In Physics Teacher Education Beyond 2000, 177-180, Elsevier, Paris Corni at al. (2009) The MLE-Energy software for energy chain modeling. Proceedings of 14 th MPTL international conference, Udine Duit, R. (1984) Learning the energy concept in school—empirical results from the Philippines and West Germany, Physics Education, 19, 59-66 Finegold, M., Trumper, R. (1989) Categorizing pupils’ explanatory frameworks in energy as a means to the development of a teaching approach. Research in Science Education, 19, 97-110 Fuchs H. U. (2007) From Image Schemas to Dynamical Models in Fluids, Electricity, Heat, and Motion, CAMP, Zurich University of Applied Sciences at Winterthur. Fuchs H. U. (2010a) Force Dynamic Gestalt, Metaphor, and Scientific Thought. Proceedings of the conference Innovazione nella didattica delle scienze nella scuola primaria: al crocevia fra discipline scientifiche e umanistiche, University of Modena and Reggio Emilia. Fuchs H. U. (2010b) The Dynamics of Heat, Springer, New York. Herrmann F. (1998) Der Karlsruher Physik-Kurs, Aulis-Verlag, Köln. Johnson, M. (1987) The Body in the Mind , University of Chicago Press, Chicago. Kruger, C., Palacio, D., Summers, M. (1992) Surveys of English primary teachers’ conceptions of force, energy, and materials, Science Education, 76, 339-351 Lakoff, G., Johnson, M. (1999) Philosophy in the Flesh, Basic Books, New York, NY Logman, P., Kaper, W., Ellermeijer, T. (2010) Frameworks for talking about energy–mutually exclusive? In Selected Contributions GIREP-EPEC & PHEC 2009 International Conference, 76-90, Lulu / The Centre for Interdisciplinary Science, University of Leicester. Ogborn, J. (1990) Energy, change, difference and danger, School Science Review, 72, 81-85 Solomon, J. (1983) Learning about energy: How pupils think in two domains, European J. of Science Education, 5, 49-59 Trumper, R. (1990) Being constructive: An alternative approach to the teaching of the energy concept (parts one and two). International J. of Science Education, 12, 343-354 and 13, 1-10 Talmy, L. (2000) Toward a Cognitive Semantics. The MIT Press, Cambridge, MA Watts, M. (1983) Some alternative views of energy, Physics Education, 18, 213-217 Page 37
Learning science - cognitive, affective, and social factors SELF-DETERMINED LEARNING IN SCIENCE CLASSROOMS (GRADE 8) – AN EMPIRICAL STUDY Anja Göhring 1 1 University of Regensburg, Germany Abstract: The research project on Self-Determined Learning (SDL) represents an empirically tested educational approach based on the Self-Determination Theory (Deci & Ryan, 1993; Ryan & Deci, 2000a; Ryan & Deci, 2002b) and on specific teaching strategies. According to this theory instruction at school should emphasize the experience of competence (e.g. differentiation of tasks), of autonomy (e.g. free choice of activity) and the feeling of social relatedness (e.g. cooperative learning). With respect to these guidelines teaching units in physics (basic electricity and energy), biology and the German language which aim to improve instruction by enhancing Self-Determined Learning and achievement were developed. The quasi-experimental study follows a treatment-control group design. To get information about the achievement in physics, the students were tested three times per teaching unit (pre, post and follow-up test). Questionnaires with psychological constructs for both students and teachers were used in addition as well as interviews and feedback sheets. Analyses show (Göhring, 2010) that for example the experience of autonomy is significantly higher within the treatment group in contrast to the control group. Concerning other motivational constructs and achievement, there are in part opposite effects regarding the different types of school. Keywords: Self-Determined Learning, science classrooms, physics education, empirical study, energy BACKGROUND, FRAMEWORK AND PURPOSE The research project SDL (Self -Determined Learning) represents an empirically tested educational approach based on specific teaching strategies. Teaching units in physics (basic electricity and energy), biology and the German language which aim to improve instruction by enhancing self-determined learning and achievement were developed. In the following I mainly restrict to aspects concerning the teaching unit on energy. The main contents are: definition of energy, different forms of energy and their transformation, energy in foodstuff, and saving energy at home (Göhring, 2010; Göhring & Laukenmann, 2006). Instruction at school should take into account that both; cognitive and motivational aspects are important to initiating and fostering successful learning processes. The concept of this study is mainly based on the Self-Determination Theory according to Deci and Ryan (1993; Ryan & Deci, 2000a; Ryan & Deci, 2002b). Three basic human needs are of interest: the need to feel competent, the need to be autonomous and the need for social relatedness. Instruction at school should focus on these aspects, for example by differentiating tasks, by encouraging free choice of partners and of duration of activities, and by cooperative learning. Page 38
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