Instructional Design for Science Fostering the Autonomy in Learning and Its Evaluation in Practice

Abstract

This study investigated the influence of classroom contexts of children's learning and motivation for science. Research on motivation, so called situated motivation, indicates the several characteristics of tasks that influence children's engagement in classroom. They involved learning opportunities for choice, challenge, control and collaboration in construction of their views. Moreover, these were fused in instructional design and were practiced in self-regulated learning, project based learning, performance assessment. In this study, we clarified that above mentioned four learning opportunities have fostered the autonomy in children's learning.