Students' Motivation and Conceptual Construction in Science Learning

Abstract

In this study we analyzed the relationship between the science concepts and motivation of students in the science classroom, using the cognitive theory approach. We used questionnaires to grasp the actual condition of students' conceptual change and motivation. The analytic category of this survey, which R. Pintrichi, et.al. demonstrated, was the elements of "motivational beliefs" and "self-regulated-learning-strategies." As a result, we found that "students used self-regulated learning strategies based on motivational beliefs" in science learning. And finally we stressed four important points about the learning process: 1. Students can build ideas themselves. 2. Students can express their ideas appropriately. 3. Students can improve the explanations of their own ideas. 4. Students can feel that learning science in classes is meaningful.