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The effects of topic choice in project-based instruction on undergraduate physical science students' interest, ownership, and motivation.

机译：基于项目的教学中主题选择对本科物理专业学生的兴趣，所有权和动机的影响。

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Motivating nonscience majors in science and mathematics studies became one of the most interesting and important challenges in contemporary science and mathematics education. Therefore, designing and studying a learning environment, which enhances students' motivation, is an important task. This experimental study sought to explore the implications of student autonomy in topic choice in a project-based Physical Science Course for nonscience majors' on students' motivational orientation. It also suggested and tested a model explaining motivational outcomes of project-based learning environment through increased student ownership of science projects.; A project, How Things Work, was designed and implemented in this study. The focus of the project was application of physical science concepts learned in the classroom to everyday life situations. Participants of the study (N = 59) were students enrolled in three selected sections of a Physical Science Course, designed to fulfill science requirements for nonscience majors. These sections were taught by the same instructor over a period of an entire 16-week semester at a large public research university.; The study focused on four main variables: student autonomy in choosing a project topic, their motivational orientation, student ownership of the project, and the interest in the project topic.; Achievement Goal Orientation theory became the theoretical framework for the study. Student motivational orientation, defined as mastery or performance goal orientation, was measured by an Achievement Goal Orientation Questionnaire. Student ownership was measured using an original instrument, Ownership Measurement Questionnaire, designed and tested by the researchers.; Repeated measures yoked design, ANOVA, ANCOVA, and multivariate regression analysis were implemented in the study. Qualitative analysis was used to complement and verify quantitative results.; It has been found that student autonomy in the project choice did not make a significant impact on their motivational orientation, while their initial interest in the project topic did. The latter was found to be related to students' ownership of the project, which was found to lead to improved mastery goal orientation. These findings indicate that incorporating project-based learning in science teaching may lead to increased student mastery goal orientation, and may result in improved science learning.
机译：在科学和数学研究中激励非科学专业的学生成为当代科学和数学教育中最有趣和最重要的挑战之一。因此，设计和研究学习环境以增强学生的学习动机是一项重要的任务。这项实验性研究旨在探索在基于项目的物理科学课程中，针对非理科专业学生的动机取向，学生自主性对主题选择的影响。它还提出并测试了一个模型，该模型通过增加学生对科学项目的所有权来解释基于项目的学习环境的激励结果。在这项研究中设计并实施了一个项目，事情如何工作。该项目的重点是将在课堂上学到的物理科学概念应用到日常生活中。该研究的参与者（N = 59）是参加物理科学课程三个选定部分的学生，这些课程旨在满足非科学专业的科学要求。这些部分是由同一位教师在大型公共研究型大学的整个16个星期的学期内教授的。该研究集中在四个主要变量上：学生在选择项目主题时的自主权，他们的动机取向，学生对项目的所有权以及对项目主题的兴趣。成就目标定向理论成为研究的理论框架。通过成就目标定向调查表对学生的动机定向（定义为精通或绩效目标定向）进行了测量。学生的所有权是使用研究人员设计和测试的原始工具“所有权衡量问卷”来衡量的。在研究中采用了重复的设计，ANOVA，ANCOVA和多元回归分析。定性分析用于补充和验证定量结果。已经发现，学生在项目选择中的自主性对他们的动机取向没有显着影响，而他们对项目主题的最初兴趣却产生了影响。后者被发现与学生对该项目的所有权有关，被发现可以提高掌握目标的方​​向。这些发现表明，将基于项目的学习纳入科学教学中可能会导致学生掌握目标的方​​向增加，并可能改善科学学习。

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