Abstract
The article deals with the influences of perceived competence and relatedness on school students‘ intrinsic motivation for learning science (IMLS) in responsible research and innovation (RRI) activity. RRI activity in the science classroom discloses the positive and negative impact of research and innovation discoveries for the society. The evaluation of the negative and positive sides of the research and innovation involves school students in discussion and gives a possibility to feel competent and related with others. 5E model is used in this research. It encompasses formal and informal science education. The purpose of the study is to explore the influence of perceived competence and relatedness on school students‘ intrinsic motivation for learning science in RRI activity. The data presented in the current study are a part of the 7BP ENGAGE project, implemented in Lithuania (2014-2017). The participants chosen for this study were 8th-10th grade school students from different schools of Lithuania. Multiple regression analysis was used to test if the two basic psychological needs (perceived competence and relatedness) significantly predicted students' intrinsic motivation for learning science. Our research revealed that school students‘ motivation for learning science was simultaneously influenced by perceived competence and relatedness in RRI activity. We established a statistically significant relation between the students‘ motivation for learning science and their perceived competence and relatedness. Perceived competence influenced the school students‘ motivation for learning science more than perceived relatedness in RRI.
Highlights
The 21st century is characterised by the rapid development of science and technologies
This research aimed at measuring simultaneous influence of perceived competence and relatedness on school students‘ intrinsic motivation for learning science in research and innovation (RRI) activity
Our research revealed that school students‘ intrinsic motivation for learning science (IMLS) is simultaneously influenced by perceived competence and relatedness in RRI activity
Summary
The 21st century is characterised by the rapid development of science and technologies. We analyse the phenomenon of motivation for learning science employing the Basic Needs Sub-theory of Self-Determination Theory (SDT), which focuses on the reasons of motivation. According to this Subtheory, learners have three basic needs that give the basis for self-motivation: to feel competent, autonomous, and related to others (Deci & Ryan, 2012). Engaging activity (game) where students experience the process and understand the principles involved, introduction of thinking guide - breaking RRI skill into chunks. Use process they have learnt in Explore to discuss the problem set up in Engage.
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