Using ARCS Model to Promote 11th Graders' Motivation and Achievement in Learning about Acids and Bases

Feng, Sung Lin; Tuan, Hsiao Lin

doi:10.1007/s10763-004-6828-7

Cited by 54 publications

(41 citation statements)

References 13 publications

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“…More specifically, the APA's messages were based on the design guidelines for the relevance and confidence components of the ARCS, which address perceptions of task relevance and self-efficacy. Several (non-agent) studies have reported significant effects of ARCS strategies on these motivational constructs (e.g., Feng and Tuan 2005;Huett et al 2008;Keller and Suzuki 2004;Loorbach et al 2007Loorbach et al , 2006Newby 1991;Song and Keller 2001). Specifically, the APA's messages were designed to inform students about task relevance by addressing goal orientation, motive matching and familiarity.…”

Section: Experimental Design and Research Questionsmentioning

confidence: 99%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and selfefficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and ''cool''. An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.

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Section: Experimental Design and Research Questionsmentioning

confidence: 99%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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“…Additionally, this model [53] provides different strategies to enhance the motivational appeal of instruction and is based upon a solid empirical validation ( [54,55]). Its usefulness has been demonstrated in field studies [56], especially in science education research ( [57,58]). The motivational situation in our out-of-school laboratory is consistent with the ARCS model.…”

Section: Figmentioning

confidence: 99%

Learning in a gene technology laboratory with educational focus: Results of a teaching unit with authentic experiments

Scharfenberg

Bogner

Klautke

2007

Biochem Molecular Bio Educ

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In an effort to overcome deficiencies in teaching molecular biology at school, a workshop in an out-ofschool laboratory including only authentic experiments was developed. Evaluation of 337 A-level 12th graders followed a quasi-experimental design, with one hands-on group, two non-experimental control groups (at school/in the laboratory), and one group with no intervention. Their cognitive achievement was monitored by pre-, post-, and retention tests and analyzed for inter-group differences. Test items were differentiated into the "updated prior knowledge" and the "project-oriented" set relating to new knowledge. All intervention groups increased knowledge either as a whole or in relation to the project, whereas updating of prior knowledge was observed only in the laboratory, independently of experimenting. The hands-on group provided a higher learning success as regards knowledge acquisition as a whole, whereas the non-experimental laboratory group was more successful in updating prior knowledge, both groups in comparison with the school group. Nevertheless, the hands-on group's achievement scores dropped more than those of the school group. Learning motivation may have been higher in the laboratory, furthered by the involvement in experiments, as shown by correlation analysis. However, the experimental situation may comply with the cognitive load theory by a substantially higher contribution of extraneous load.

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“…Also, several of these studies emphasized that some alternative conceptions were still robust to change even after the instruction (Kala et al, 2013;Özmen, Demircioğlu, & Coll, 2009). For chemistry attitude studies, some found positive attitudinal change towards chemistry (Botton, 1995;Feng & Tuan, 2005) but others elicited no attitudinal change towards chemistry (Üce & Sarıçayır, 2002). This inconsistency needs still to be clarified.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject

Ültay

Çalık

2015

EURASIA J MATH SCI T

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Inability to link the acid-base concepts with daily life phenomena (as contexts) highlights the need for further research on the context-based acid-base chemistry. In this vein, the aim of this study is to investigate the effects of different teaching designs (REACT strategy, 5Es learning model and traditional (existing) instruction) relevant with 'acids and bases' subject on pre-service science teachers' conceptions and attitudes towards chemistry and to compare them with each other. Within quasi-experimental research design, the sample comprised of 95 pre-service science teachers from Faculty of Education in Giresun University, Turkey. Three intact groups were randomly assigned as either experimental and control groups. To gather data, Acid-Base Chemistry Concept Test (ABCCT), Chemistry Attitudes and Experiences Questionnaire (CAEQ) and semistructured interviews were used. The results denote that REACT strategy is effective in helping the pre-service science teachers retain their gained conceptions in long-term memory whilst 5Es learning model is efficient in achieving conceptual learning. Finally, future studies should test the effects of REACT strategy and 5Es learning model on different variables (i.e. sample, subject, scientific process skills, scientific inquiry) over a longer period of time (i.e. one semester or one-year).Keywords: acids and bases, REACT Strategy, 5Es learning model, contextual learning, constructivism INTRODUCTIONConstructivist learning theory claims that learning is an interaction between new knowledge and pre-existing knowledge (e.g. Bybee, Taylor, Gardner, van Scotter, Powell, Westbrook & Landes, 2006;Driver, 1981). To achieve constructivist learning, 3Es (Explore-Explain-Elaborate) (called Learning Cycle Model), 4Es (Engage-Explore-Explain-Evaluate), 5Es (Engage-Explore-Explain-ElaborateEvaluate) and 7Es (Excite-Explore-Explain-Expand-Extend-Exchange-Examine) learning models have been released (e.g. Bybee, 2003;Eisenkraft, 2003). Of these models, 5Es learning model, which has been adopted for structuring teaching and learning, is widely used by the science educators (Bybee et al., 2006). However, some authors point to shortcomings of elaboration stage (forth step in 5Es learning model) that asks the students/learners for linking their gained experiences with daily life or socioscientific or science-technology-society issues (Kurnaz & Çalık, 2008). Unfortunately, most of 5Es learning papers have confused this stage with the last one (evaluation stage) (e.g. Er Nas, Coruhlu & Cepni, 2010). Inability to associate daily life or socioscientific issues with scientific knowledge (Demircioğlu, Demircioğlu & Çalık, 2009;Gilbert, 2006;Stolk, Bulte, de Jong, & Pilot, 2009a;Ültay & Çalık, 2012) calls for a new learning pedagogy, for example context-based approach, which centralize the learning and teaching around one main context. Because the context-based approach also deploys constructivist learning theory (e.g. Berns & Erickson, 2001;Crawford, 2001;Glynn & Koballa, 2005), the student's pre...

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Using ARCS Model to Promote 11th Graders' Motivation and Achievement in Learning about Acids and Bases

Cited by 54 publications

References 13 publications

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Learning in a gene technology laboratory with educational focus: Results of a teaching unit with authentic experiments

A Comparison of Different Teaching Designs of ‘Acids and Bases’ Subject

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