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ERIC Number: EJ835895
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-0022-0671
Studying Motivational Strategies Used by Two Teachers in Differently Tracked Science Courses
Pickens, Melanie; Eick, Charles J.
Journal of Educational Research, v102 n5 p349-362 May-Jun 2009
The authors investigated teacher and student perspectives on the motivation of high school students in differently tracked science courses. Participants were 2 highly motivational teachers who took part in interviews and classroom observations focusing on motivational strategies in their science classes. Student participants from each teacher's class were given a Likert-type survey on their views about motivation in science. Effective strategies in the higher tracked classroom included incorporating enthusiasm into presentations, promoting a nonthreatening class atmosphere, and connecting the adolescent world to science. In the lower tracked classroom, effective strategies included encouraging dialogue, using practical applications, building self-confidence, and using hands-on inquiry activities. The authors discuss implications for science teachers and for increasing all students' engagement and interest in science. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States