Lifelong Learning Programme

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Greek Teachers' and Scientific Experts' Perceptions of Student Motivation to Learn Chemistry

Katerina Salta and Dionysios Koulougliotis*

Technological Educational Institute (TEI) of Ionian Islands (Greece)

ksalta@chem.uoa.gr, dkoul@teiion.gr

Abstract

This study investigated scientific experts’ and teachers’ perceptions of student motivation to learn chemistry. The participants were 5 researchers from 5 different Institutions and 11 teachers (3 in primary and 8 in secondary education) from 9 schools in Greece. Data were collected via workshop activities which aimed at addressing the participants’ perceptions regarding a) supportive teaching resources b) students’ general motivation and c) motivating practices. Qualitative data were analyzed by the constant comparative method. Five motivational constructs and three motivational factors related to chemistry learning were drawn from the participants’ comments. Namely the identified motivational constructs were the following: i) interest, ii) self-regulation, iii) self-efficacy, iv) teachers’ expectations on student performance, and v) extrinsic motivation. The three identified motivation factors were i) the curriculum design, ii) the teacher and iii) students’ family. Implications for educational policy and classroom practice are discussed.

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National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

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