How student-centred teaching in quantum chemistry affects students’ experiences of learning and motivation—a self-determination theory perspective

Abstract

This paper represents the second contribution from an action research study on a bachelor-level quantum chemistry and spectroscopy course. In the proposed instructional model, active learning principles are extended outside lectures to form a student-centred course structure. The new model resulted in superior learning outcomes compared to a class where active learning elements were limited to course lectures, as demonstrated by previous research. In this article, I try to understand this improvement through an analysis of student motivation and experiences in the framework of self-determination theory. Based on my analysis of student feedback data and interviews, tasks that facilitated direct interaction with peers or course staff were seen as key factors in enhancing learning and motivation. In addition, the presence of various interconnected course components that supported students at different stages of the learning process was experienced as central to learning. Together, these two publications demonstrate that the incorporation of active learning principles outside lectures can substantially improve both learning and motivation.

Organization of Student-Centered learning within the Professional Training of a future teacher in a Digital Environment

“…Student-centered education has changed traditional education and the teaching profession. In student-centered learning, students are Creators of the learning process while the teacher’s role is to supply information and make adjustments (Partanen, 2020 ). The proposed approach underlines the importance of student participation in the learning process.…”

The Role of Collaborative Learning Based STSE in Acid Base Chemistry: Effects on Students’ Motivation

“…Phrased differently, in the chemistry learning, it is important to consider motivation because their success in chemistry is inherently tied to motivational and other affective processes [12]. Facilitating direct interaction with peers, teaching materials, and the teacher were seen as key factors in improving students' pretention and motivation [29]. As the finding in this research, the interaction among the students on collaborative groups gives an influence on students' motivation.…”

“…In another perspective, the interaction among students brings significant effects on students' motivation i.e., cooperative learning instruction for conceptual change [27] and cooperative integrated process inquiry [28]. As a conclusion the prominent opportunity to increase students' motivation is by providing students' engagement in learning activities through student centred learning [29]. Moreover, the increase of students' interaction in teaching learning instruction could become another alternative way to foster students' motivation.…”

Predicting Academic Engagement Based on Academic Optimism, Competency Perception and Academic Excitement in Students

“…It can also be said that the theory of self-determination is one of the major theories about human motivation and well-being of competence as a fundamental psychological need (Koole, Schlinkert, Maldei & Baumann, 2019). In this theory, competence is described as a feeling of effectiveness and empowerment, and ultimately communication with others as having social connection and belonging (Jeno, Adachi, Grytnes, Vandvik & Deci, 2019Partanen, 2020. (Mirzaei, Kiamanesh, Hejazi and Bani Jamali, 2016), consider competency as a psychological need that provides the energy and motivation to pursue and master optimal challenges.…”