Abstract
The purpose of this research is to show the effect of direct experience in childhood and science classes on junior high school students with regard to their intrinsic motivation for learning science. Assuming that direct experience in science classes is effective for junior high school students, the second purpose of this research is to identify the most appropriate time for encouraging intrinsic student motivation. Results from a questionnaire survey and observations of behavior revealed that direct experience in both childhood and science classes encouraged motivation among junior high school students. When we applied direct experience to the introductory and summative parts of learning, girls were particularly active in the latter case.
