The role of self-determination in informal and formal science learning contexts

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dc.contributor.author Salmi, Hannu Sakari
dc.contributor.author Thuneberg, Helena Maria
dc.date.accessioned 2019-10-07T13:02:01Z
dc.date.available 2019-10-07T13:02:01Z
dc.date.issued 2019
dc.identifier.citation Salmi , H S & Thuneberg , H M 2019 , ' The role of self-determination in informal and formal science learning contexts ' , Learning environments research , vol. 22 , no. 1 , pp. 43–63 . https://doi.org/10.1007/s10984-018-9266-0
dc.identifier.other PURE: 78138219
dc.identifier.other PURE UUID: 122f6229-4935-421d-b079-8588f9345588
dc.identifier.other Scopus: 85044236672
dc.identifier.other ORCID: /0000-0003-1791-4098/work/63004322
dc.identifier.other ORCID: /0000-0002-6213-3509/work/63004781
dc.identifier.other WOS: 000699800200004
dc.identifier.uri http://hdl.handle.net/10138/305885
dc.description.abstract The goal of this research was to explore cognitive, self-determined learning and autonomous motivational effects in the context of a mobile science exhibition (N = 256) in Finland. The pupils were sixth-graders with an average age of 12 years 6 months. Autonomy experience, as measured by the Relative Autonomy Index (RAI), had an effect on how the pupils liked learning science both at school and in a science centre context. The more autonomous that students feel, the more likely it is that they have intrinsic motivation in learning science. The RAI also predicted momentary situational motivation. The most important enhancer of situation motivation was liking science learning at school, but this was true only among boys; nevertheless, in general, girls were somewhat more motivated by the science exhibition than boys. There was no gap between boys and girls in post-knowledge testing, suggesting that girls benefitted more from the science centre learning experience than boys. Although gender differences in the knowledge tests leveled, students having higher reasoning ability, measured by Raven, gained more from the exhibition than the others. Post-knowledge was explained most by pre-knowledge, but the overall substantial learning results were enhanced directly and indirectly by the motivational factors. The practical implication for the science centres is to offer both teachers and pupils learning materials to be used before and after the visits. en
dc.format.extent 21
dc.language.iso eng
dc.relation.ispartof Learning environments research
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.title The role of self-determination in informal and formal science learning contexts en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Centre for Educational Assessment CEA
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1007/s10984-018-9266-0
dc.relation.issn 1387-1579
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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