MOTIVATIONMOTIVATION IN IN

SCIENCE SCIENCE

Josef TrnaJosef Trna

Masaryk university Masaryk university

Brno, Brno, Czech RepublicCzech Republic

IPUC TFPC 29274-IC-2-2005-1-AT-ERASMUS-IPUC-19

MotivesMotives are factors which awake, keep going, and focus are factors which awake, keep going, and focus the behaviour (P. Th. Young, 1961). the behaviour (P. Th. Young, 1961).

MotivationMotivation is a psychological process, in which motives is a psychological process, in which motives are implemented into the behaviour and experiences of an are implemented into the behaviour and experiences of an individual (by outside factors). individual (by outside factors).

Motivation results in certain, aimed Motivation results in certain, aimed activityactivity..

NeedsNeeds are the elementary structures of motivation, which are the elementary structures of motivation, which we can imagine as a condition of a lack or abundance in an we can imagine as a condition of a lack or abundance in an organism, causing tension in an organism which is directed organism, causing tension in an organism which is directed and starts activity.and starts activity.

MOTIVES

(NEEDS)

MOTIVATION

BEHAVIOUR

The The classification of needsclassification of needs

according to A.H. Maslow (1954):according to A.H. Maslow (1954):

physiological needsphysiological needs

needs of security needs of security

needs of solidarity and loveneeds of solidarity and love

needs of appreciationneeds of appreciation

needs of self-fulfilment (inclusive of needs of self-fulfilment (inclusive of cognitive needscognitive needs))

ImpulseImpulse is an inner initiative marking some change in the is an inner initiative marking some change in the body or mind.body or mind.

HomeostasisHomeostasis is the condition of an organism when organs do is the condition of an organism when organs do not signal any lack and no impulse is apparent.not signal any lack and no impulse is apparent.

In the condition of homeostasis (without impulse) the need In the condition of homeostasis (without impulse) the need can be increased by the use of an external initiative - can be increased by the use of an external initiative - incentiveincentive. .

Teachers who use different incentives can increase learning Teachers who use different incentives can increase learning needs of the students.needs of the students.

Incentives can be positive or negative. Incentives can be positive or negative. Positive incentivesPositive incentives increase and satisfy needs at the same time. increase and satisfy needs at the same time.

Negative incentivesNegative incentives increase the need, but do not satisfy it. increase the need, but do not satisfy it. Science education provides a typical complex incentive, in Science education provides a typical complex incentive, in

this situation for learning, with a variety of interacting needs this situation for learning, with a variety of interacting needs and other motives.and other motives.

InterestInterest in science is an important complex motive, in science is an important complex motive, especially from an educational point of view. especially from an educational point of view.

Education (teaching and learning) are Education (teaching and learning) are complicated activities, implemented in schools complicated activities, implemented in schools typically in a social context, when a student typically in a social context, when a student reacts to the achievement requests of the reacts to the achievement requests of the teacher and school. In education, we can put teacher and school. In education, we can put forward three special groups of dominant needs forward three special groups of dominant needs in students which are being continuously in students which are being continuously developed: developed:

social needssocial needs achievement needsachievement needs cognitive needscognitive needs

The existence of cognitive needs is very The existence of cognitive needs is very important result of psychological research. important result of psychological research. Therefore a part of motivation of students Therefore a part of motivation of students can be built on cognitive needs. These can be built on cognitive needs. These needs bring inner positive motivation and needs bring inner positive motivation and often lead to development of interest.often lead to development of interest.

COGNITIVE NEEDSCOGNITIVE NEEDSPRIMARY NEEDSPRIMARY NEEDSSensory activitiesSensory activitiesExploration (of surroundings)Exploration (of surroundings)

SECONDARY NEEDSSECONDARY NEEDSA. Purposeful cognition (understandingA. Purposeful cognition (understanding))A.1: collecting of informationA.1: collecting of informationA.2: systematisation and fixation of knowledgeA.2: systematisation and fixation of knowledge

B. Development of cognitive abilitiesB. Development of cognitive abilitiesBB.1: development of single cognitive skills.1: development of single cognitive skillsB.2: development of system of cognitiveB.2: development of system of cognitive skills and habits results in developmentskills and habits results in development of cognitive abilitiesof cognitive abilities

C. Solution of problemsC. Solution of problemsC.1: identifying problemsC.1: identifying problemsC.2: putting forward solution of problemsC.2: putting forward solution of problemsC.3: independence and competency in solution of problemsC.3: independence and competency in solution of problemsC.4: general respect and affection towards education C.4: general respect and affection towards education

D. With the relation to social and achievement needsD. With the relation to social and achievement needsD.1: power of own education and cognitive abilitiesD.1: power of own education and cognitive abilitiesD.2: position and prestige by own education and cognitive abilitiesD.2: position and prestige by own education and cognitive abilitiesD.3: positive relations (indispensability and so on) by reason of own education D.3: positive relations (indispensability and so on) by reason of own education and cognitive and cognitive abilitiesabilitiesD.4: to get success and to avoid failure by means of own knowledge, skills and D.4: to get success and to avoid failure by means of own knowledge, skills and abilitiesabilities

1.1. Stimulation through Stimulation through unconscious perception and unconscious perception and experimentationexperimentation..

2.2. Use of Use of modelsmodels of natural objects and phenomena. of natural objects and phenomena.3.3. Application of Application of systematisationsystematisation of science knowledge. of science knowledge.4.4. Use of Use of similarity and analogysimilarity and analogy between natural objects or between natural objects or

phenomena.phenomena.5.5. Undertaking Undertaking problem exercises and projectsproblem exercises and projects..6.6. Demonstrating Demonstrating simple experiments and toyssimple experiments and toys..7.7. Seeing Seeing paradoxes and tricksparadoxes and tricks..8.8. Watching Watching films, video programs, TV programs, and films, video programs, TV programs, and

computer programscomputer programs..9.9. Experiencing Experiencing humourhumour in science. in science.10.10. Visiting Visiting science museums and centresscience museums and centres..

Science cognitive motivation Science cognitive motivation techniques:techniques:

Interdisciplinary cognitive Interdisciplinary cognitive motivation techniquesmotivation techniques::

1.1. Science for lifeScience for life (especially related to social issues - (especially related to social issues - health, food, energy, and environment).health, food, energy, and environment).

2.2. ApplicationsApplications of science knowledge of science knowledge in technologyin technology..3.3. Use of Use of ITCITC in science. in science.4.4. HistoryHistory related to science discoveries and scientists’ related to science discoveries and scientists’

lives.lives.5.5. Analysis of scientists’ Analysis of scientists’ quotationsquotations..6.6. Use of Use of sci-fisci-fi literature and films. literature and films.7.7. Application of relation between Application of relation between science and artscience and art..8.8. Use of Use of philosophical aspectsphilosophical aspects of science. of science.

The cognitive motivation techniques afore mentioned can be The cognitive motivation techniques afore mentioned can be used as used as cognitive motivation teaching techniques cognitive motivation teaching techniques at at schools. The cognitive motivation teaching techniques are schools. The cognitive motivation teaching techniques are ones specifically designed by the teacher so that they do ones specifically designed by the teacher so that they do induce learning in students.induce learning in students.

Principles of use cognitive Principles of use cognitive motivation teaching techniques:motivation teaching techniques:

1.1. Individual motivation.Individual motivation.2.2. Variability. Variability. 3.3. Adequacy. Adequacy. 4.4. Optimal proportion of motivation.Optimal proportion of motivation.5.5. Formation of a spectrum of students’ needs and the Formation of a spectrum of students’ needs and the

creation of an interest in science.creation of an interest in science.6.6. The passage from external to internal motivation.The passage from external to internal motivation.7.7. The passage from the quantity of motivation to quality.The passage from the quantity of motivation to quality.8.8. Suppression of negative motivation.Suppression of negative motivation.9.9. Purposefulness, systematic, and connection to other Purposefulness, systematic, and connection to other

elements of education.elements of education.10.10. Interconnection with emotions and will.Interconnection with emotions and will.

In many fairytale books we can see illustrations In many fairytale books we can see illustrations of the evening sky showing a shining moon. In of the evening sky showing a shining moon. In four different illustrations the moon was four different illustrations the moon was (displayed as the following):(displayed as the following):

(A) (A) (B) (B) (C) (C) (D) (D)Which picture correctly shows the moon in the Which picture correctly shows the moon in the evening sky after dusk in a temperate zone in evening sky after dusk in a temperate zone in the Northern Hemisphere?the Northern Hemisphere?

The correct answer to task is (C): The correct answer to task is (C): If you are looking at the southern part of the sky If you are looking at the southern part of the sky and see the moon, the moon will illuminated and see the moon, the moon will illuminated from the right by the setting sun in the west.from the right by the setting sun in the west.

ReferencesReferences Atkinson, J. and Raynor, J.O. Atkinson, J. and Raynor, J.O. Motivation and achievement.Motivation and achievement.

New York, 1974.New York, 1974. Shayer, M. Shayer, M. The Long-term effects of Cognitive Acceleration The Long-term effects of Cognitive Acceleration

on pupils’on pupils’ Achievement Achievement. London, King’s College London, . London, King’s College London, 1996. 1996.

Maslow, A.H. Maslow, A.H. Motivation and Personality.Motivation and Personality. New York, 1954. New York, 1954. Trna, J. and Ryk, L. Trna, J. and Ryk, L. Motywacja ucznia w nauczaniu Motywacja ucznia w nauczaniu

przedmietów przyrodniczich.przedmietów przyrodniczich. Wiesci zamkowe, Wiesci zamkowe, 3 3, 1996, no.3, , 1996, no.3, P40-41. P40-41.

Trna, J. Trna, J. Motivační složka zájmu žáka o fyzikuMotivační složka zájmu žáka o fyziku. In: Didfyz´94. . In: Didfyz´94. Samostatné fyzikálne poznávanie žiakov. Nitra, PROTON Samostatné fyzikálne poznávanie žiakov. Nitra, PROTON 1996, P93-99.1996, P93-99.

Trna, J.: Trna, J.: Science Experiment in Science Teacher Training.Science Experiment in Science Teacher Training. In: In: Science and Technology Education in New Millenium. 3-rd Science and Technology Education in New Millenium. 3-rd IOSTE Symposium for Central and East European Countries. IOSTE Symposium for Central and East European Countries. Prague, PERES Publishers 2000. P.201-206. Prague, PERES Publishers 2000. P.201-206.

Young, P.T. Young, P.T. Motivation and Emotion.Motivation and Emotion. New York-London, New York-London, 1961.1961.

Contact: trnaContact: trna@@ped.muni.czped.muni.cz