Physics demonstrations, science show, or hands-on practical work? Exploring students’ intrinsic motivation

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Physics demonstrations, science show, or hands-on practical work? Exploring students’ intrinsic motivation

Popis výsledku v původním jazyce

In this quantitative study, we explored learners&apos; 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.

Název v anglickém jazyce

Physics demonstrations, science show, or hands-on practical work? Exploring students’ intrinsic motivation

Popis výsledku anglicky

In this quantitative study, we explored learners&apos; 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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Physical Review. Physics Education Research

ISSN

2469-9896

e-ISSN

2469-9896

Svazek periodika

21

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

16

Strana od-do

010146

Kód UT WoS článku

001485200400001

EID výsledku v databázi Scopus

2-s2.0-105004703332