Students' motivation toward laboratory work in physiology teaching

Advances in Physiology Education

Volumn 40, Issue 3, 2016, Pages 313-318

  Dohn, Niels Bonderup ^a   Fago, Angela ^b   Overgaard, Johannes ^b   Madsen, Peter Teglberg ^b   Malte, Hans ^b  

^a AARHUS UNIVERSITY   (Denmark)

^b AARHUS UNIVERSITY   (Denmark)

Author keywords

Interest; Laboratory work; Motivation; Self determination theory; Self efficacy

Indexed keywords

ANIMAL; BRACHYURA; BUFO MARINUS; EDUCATION; FEMALE; GUINEA PIG; HEALTH STUDENT; HUMAN; MALE; MEDICAL TECHNOLOGY; MOTIVATION; ONCORHYNCHUS MYKISS; PHYSIOLOGY; PSYCHOLOGY; QUESTIONNAIRE; SELF CONCEPT; TEACHING;

ANIMALS; BRACHYURA; BUFO MARINUS; FEMALE; GUINEA PIGS; HUMANS; MALE; MEDICAL LABORATORY SCIENCE; MOTIVATION; ONCORHYNCHUS MYKISS; PHYSIOLOGY; SELF EFFICACY; STUDENTS, HEALTH OCCUPATIONS; SURVEYS AND QUESTIONNAIRES; TEACHING;

EID: 84981200503     PISSN: 10434046     EISSN: 15221229     Source Type: Journal    
DOI: 10.1152/advan.00029.2016     Document Type: Article

References (44)

1. Abrahams I. Does practical work really motivate? A study of the affective value of practical work in secondary school science. Int J Sci Educ 31: 2335-2353, 2009.
2. Abrahams I, Reiss MJ. Practical work: Its effectiveness in primary and secondary schools in England. J Res Sci Teach 49: 1035-1055, 2012.
3. Baldwin JA, Ebert-May D, Burns DJ. The development of a college biology self-efficacy instrument for nonmajors. Sci Educ 83: 397-408, 1999.
4. Bandura A. Guide for constructing self-efficacy scales. In: Self-Efficacy Beliefs of Adolescents, edited by Urdan TC, Pajares F. Charlotte, NC:Information Age Publishing, 2006, p. 307-337.
5. Bandura A. Social cognitive theory: an agentic perspective. Annu Rev Psychol 52: 1-26, 2001.
6. Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol 3: 77-101, 2006.
7. Collins HL, DiCarlo SE. Physiology laboratory experience for high school students. Adv Physiol Educ 10: 47-54, 1993.
8. Cortright RN, Lujan HL, Blumberg AJ, Cox JH, DiCarlo SE. Higher levels of intrinsic motivation are related to higher levels of class performance for male but not female students. Adv Physiol Educ 37: 227-232, 2013.
9. Cronbach LJ. Coefficient alpha and the internal structure of tests. Psychometrika 16: 297-334, 1951.
10. Deci EE. The relation of interest to the motivation of behavior: a self-determination theory perspective. In: The Role of Interest in Learning and Development, edited by Renninger KA, Hidi S, Krapp A. Hillsdale, NJ: Erlbaum, 1992, p. 43-70.
11. Dohn NB, Madsen P, Malte H. The situational interest of undergraduate students in zoophysiology. Adv Physiol Educ 33: 196-201, 2009.
12. Fabrigar LR. Evaluating the use of exploratory factor analysis in psychological research. Psychol Methods 4: 272-299, 1999.
13. Hidi S. Interest: a unique motivational variable. Educ Res Rev 1: 69-82, 2006.
14. Hidi S, Harackiewicz JM. Motivating the academically unmotivated: a critical issue for the 21st century. Rev Educ Res 70: 151-179, 2000.
15. Hidi S, Renninger KA. The four-phase model of interest development. Educ Psychologist 41: 111-127, 2006.
16. Hodgson Y, Choate J. Continuous and noninvasive recording of cardiovascular parameters with the Finapres finger cuff enhances undergraduate student understanding of physiology. Adv Physiol Educ 36: 20-26, 2012.
17. Hodson D. Re-thinking old ways: towards a more critical approach to practical work in school science. Stud Sci Educ 22: 85-142, 1993.
18. Hofstein A, Lunetta VN. The laboratory in science education: foundations for the twenty-first century. Sci Educ 88: 28-54, 2004.
19. Keller JM. Motivation and instructional design: a theoretical perspective. J Instruct Dev 2: 26-34, 1979.
20. Keller JM. Strategies for stimulating the motivation to learn. Perform Instruct 26: 1-7, 1987.
21. Keller JM. The systematic process of motivational design. Perform Instruct 26: 1-8, 1987.
22. Krapp A. Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learn Instruct 12:383-409, 2002.
23. Krapp A, Prenzel M. Research on interest in science: theories, methods, and findings. Int J Sci Educ 33: 27-50, 2011.
24. Linnenbrink-Garcia L, Durik AM, Conley AM, Barron KE, Tauer JM, Karabenick SA, Harackiewicz JM. Measuring situational interest in academic domains. Educ Psychol Measure 70: 647-671, 2010.
25. Liu X. Using and Developing Measurement Instruments in Science Education: a Rasch Modeling Approach. Charlotte, NC: Information Age Publishing, 2010.
26. Millar R. The Role of Practical Work in the Teaching and Learning of Science. Washington, DC: National Academy of Sciences, 2004.
27. Millar R, Le Maréchal JF, Tiberghien A. Mapping the domain: varieties of practical work. In: Practical Work in Science Education, edited by Leach J, Paulsen A. Roskilde/Dordrecht: Roskilde University Press/Kluwer, 1999, p. 33-59.
28. Patton MQ. Qualitative Research and Evaluation Methods. Newbury Park, CA: Sage, 2002.
29. Pintrich PR. A motivational science perspective on the role of student motivation in learning and teaching contexts. J Educ Psychol 95: 667-686, 2003.
30. Randall WC, Burkholder T. Hands-on laboratory experience in teaching- learning physiology. Adv Physiol Educ 259: S4-S7, 1990.
31. Rasch G. Probabilistic Models for Some Intelligence and Attainment Tests. Oxford, UK: Nielsen & Lydiche, 1960, p. 184.
32. Renninger KA, Hidi S. Revisiting the conceptualization, measurement, and generation of interest. Educ Psychol 46: 168-184, 2011.
33. Rotgans JI, Schmidt HG. Situational interest and learning: thirst for knowledge. Learn Instruct 32: 37-50, 2014.
34. Ryan RM. Control and information in the intrapersonal sphere: an extension of cognitive evaluation theory. J Personality Social Psychol 43:450-461, 1982.
35. Ryan RM, Deci EL. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp Educ Psychol 25: 54-67, 2000.
36. Schiefele U. Interest, learning, and motivation. Educ Psychologist 26:299-323, 1991.
37. Schraw G, Lehman S. Situational interest: a review of the literature and directions for future research. Educ Psychol Rev 13: 23-52, 2001.
38. Sturges D, Maurer TW, Allen D, Gatch DB, Shankar P. Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation. Adv Physiol Educ 40: 26-31, 2016.
39. Tiberghien A, Veillard L, Le Maréchal JF, Buty C, Millar R. An analysis of labwork tasks used in science teaching at upper secondary school and university levels in several European countries. Sci Educ 85:483-508, 2001.
40. Turner JC, Meyer DK, Cox KE, Logan C, DiCintio M, Thomas CT. Creating contexts for involvement in mathematics. J Educ Psychol 90:730-745, 1998.
41. Watson R. The role of practical work. In: Good Practice in Science Teaching: What Research Has to Say, edited by Osborne J, Dillon J. Berkshire: Open University Press, 2010, p. 57-71.
42. Waugh RF. Creating a scale to measure motivation to achieve academically:linking attitudes and behaviours using Rasch measurement. Br J Educ Psychol 72: 65-86, 2002.
43. Wigfield A, Eccles JS. Expectancy-value theory of achievement motivation. Contemp Educ Psychol 25: 68-81, 2000.
44. Woodhull-McNeal AP. Project Labs in Physiology. Adv Physiol Educ 263: S29-S32, 1992.