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RESEARCH PAPER
The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment
1
Faculty of Business, Technology and Education, Ilia State University, Tbilisi, GEORGIA
2
Chemistry Education, Institute of Chemistry and Biochemistry, Freie Universität Berlin, Berlin, GERMANY
Publication date: 2021-07-13
EURASIA J. Math., Sci Tech. Ed 2021;17(8):em1992
KEYWORDS
context-based science teachingmotivational learning environmentsocio-scientificissuesstudent intrinsic motivation
ABSTRACT
This paper reports about the effect of an innovative, context-based science teaching and learning
program on student intrinsic motivation. The intervention aimed at promoting Inquiry-Based
Science Education (IBSE) in close collaboration with teachers throughout the academic year by
developing and implementing socio-scientific, context-based, innovative, three-stage modules.
The Motivational Learning Environment (MoLE) model and questionnaire was used to measure
the impact of context-based science modules on the motivation of sixth to eleventh graders at
secondary schools in Georgia. Students’ wish- to reality-differences data were analyzed
concerning the seven dimensions of the Motivational Learning Environment model. As a result of
a one-year training program we observed statistically significant differences in two dimensions
for the treatment classes (compared to the control classes) in pre- and post-test results. The study
suggests more education systems should consider context-based, socio-scientific science
teaching as a leading approach to enhance students’ motivation and interest in science education.
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