Physics demonstrations, science show, or hands-on practical work? Exploring students’ intrinsic motivation
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3A10497748" target="_blank" >RIV/00216208:11320/25:10497748 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4O.4hBUun3" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=4O.4hBUun3</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1103/PhysRevPhysEducRes.21.010146" target="_blank" >10.1103/PhysRevPhysEducRes.21.010146</a>
Alternative languages
Result language
angličtina
Original language name
Physics demonstrations, science show, or hands-on practical work? Exploring students’ intrinsic motivation
Original language description
In this quantitative study, we explored learners' intrinsic motivation towards three different experimental physics educational activities offered by our department to upper-grade high school students. The inspected activities were lecture demonstrations, a science show, and hands-on practical work. The respondents were Czech high school students (𝑁=9647) who participated in these activities. From each of these activities, a highly comparable subset of 1128 respondents was selected for the comparative analysis. To assess their intrinsic motivation and its covariates, we used three dimensions of the Intrinsic Motivation Inventory: interest/enjoyment, effort/importance, and value/usefulness. The data were evaluated using a unidimensional IRT Graded Response model. Our study revealed that the science show was more appealing to high school students than traditional lecture demonstrations and, surprisingly, even more appealing than practical lab work. This increased interest was more pronounced among students who identified themselves as less diligent in physics. Paradoxically, the respondents perceived the science show as less useful than the other two activities. Delving deeper, gender differences in perceived intrinsic motivation were generally minor, with one exception: in a comparison of the interest generated by the science show and practical work, girls favored the science show more than boys did. These findings underscore the need for a nuanced understanding of pedagogical strategies and offer insights into different approaches to promoting student engagement and interest in physics. Our research could assist educators in distinguishing the activities that might be more beneficial in terms of generating interest among particular groups of students.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Physical Review. Physics Education Research
ISSN
2469-9896
e-ISSN
2469-9896
Volume of the periodical
21
Issue of the periodical within the volume
1
Country of publishing house
US - UNITED STATES
Number of pages
16
Pages from-to
010146
UT code for WoS article
001485200400001
EID of the result in the Scopus database
2-s2.0-105004703332