|
Makale Özeti:
|
According to self-determination theory, social contexts that support students‟ basic
psychological needs of autonomy, competence, and relatedness foster motivation toward
behaviors that are valued in that social context. This study investigated the sociocontextual
elements of a learning environment that support or undermine students‟ basic
psychological needs as they relate to solving environmental problems. Individual
stimulated-recall interviews were conducted with a student group after they participated
in environmental problem-solving tasks over the course of a semester. Data were taken
on students‟ reported feelings of competence, relatedness, and autonomy, and the
classroom features to which they attributed those feelings. Six features of the
instructional environment were inferred to be supportive of students‟ basic
psychological needs. These are referred to as curricular interconnectivity,
conceptualization problem sets, instructional guidance, socio-scientific integration
throughout the curriculum, student-guided lecture, and cohesive group dynamics. One
feature of the instructional environment seemed to undermine students‟ basic
psychological needs; it is referred to as the “anything-goes” norm. These features are
explained with supporting evidence and consequences regarding students‟ needs for
competence, autonomy, and relatedness. The article concludes with a discussion of
considerations when constructing science curricula, given the impacts on environmental
motivation.
|