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The intrinsic motivation of students exposed to a project-based organic chemistry laboratory curriculum.

机译：接触基于项目的有机化学实验室课程的学生的内在动力。

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摘要

The goal of this study was to examine how a project-based organic chemistry laboratory curriculum might influence the intrinsic motivation of students. This study also examined how students' achievement goal orientations and professional and academic interests might mediate their responses to the curriculum.;In this study, a project-based curriculum was implemented with the intention of providing students with a motivating environment of enhanced autonomy, authenticity and suspense. Qualitative, ethnographic methods were utilized to study how students responded to the curriculum.;This study found that students overwhelmingly responded positively to the autonomous aspects of the curriculum. However, they were more mixed in their response to its suspenseful features and were mainly unaware of its authentic features. It was also found that students' achievement goal orientations did mediate their responses to the curriculum, with mastery oriented students more motivated by the curriculum than other students.
机译：这项研究的目的是研究基于项目的有机化学实验室课程可能如何影响学生的内在动力。这项研究还研究了学生的成就目标取向以及专业和学术兴趣如何调解他们对课程的反应。;在这项研究中，实施了基于项目的课程，旨在为学生提供增强自主权，真实性的激励环境和悬念。定性的人种学方法被用来研究学生对课程的反应。这项研究发现，学生对课程的自主方面表现出压倒性的积极反应。但是，他们对悬疑功能的反应更加复杂，主要是不知道其真实特征。研究还发现，学生的成就目标定向确实调解了他们对课程的反应，与其他学生相比，精通课程的学生更受课程的激励。

著录项

  • 作者

    Horowitz, Gail.;

  • 作者单位

    Columbia University.;

  • 授予单位 Columbia University.;
  • 学科 Education Sciences.;Education Higher.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 201 p.
  • 总页数 201
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;高等教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:27

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