Scientific Motivation Research Articles

Future Long-Baseline Neutrino Experiments

Long-baseline neutrino experiments represent the optimal platforms for probing the lepton Yukawa sector of the Standard Model, and significant experiments are either under construction or in the planning stages. This review delves into the scientific motivations behind these facilities, which stem from the pivotal 2012 discovery of the θ13 mixing angle. We provide an overview of the two ongoing projects, DUNE and HyperKamiokande, detailing their physics potential and the technical hurdles they face. Furthermore, we briefly examine proposals for forthcoming endeavors and innovative concepts that could push beyond conventional Superbeam technology.

Motivational shifts when moving from face-to-face to distance learning

ABSTRACT When the COVID-19 pandemic began, science instruction in many countries, including Israel, shifted from face-to-face (F2F) instruction to distance learning (DL). DL made new professional demands on the teachers, who were largely unaccustomed to teaching in this environment. Using goal orientation theory and the TARGETS framework, this study investigated shifts in Israeli junior high school students’ science motivation, their perceptions of their science teachers’ motivational practices, and the relations between them, shifts that were associated with the transition from F2F instruction to DL. We surveyed (n = 137) and interviewed (n = 11) students who learned with the same six science teachers before (F2F instruction) and after (DL) the pandemic began. A significant drop in students’ science motivation was identified when they compared their motivation during F2F instruction to that during DL. Several changes to the students’ perceptions of their science teachers’ motivational practices in the Task, Autonomy/Authority and Time dimensions of TARGETS were identified as possible antecedents to the decline in the students’ science motivation. Recommendations are made regarding motivational practices that may support students’ science motivation, in both F2F and DL environments.

The role of academic stress and scientific motivation in predicting research spirit among the students of medicalsciences

<strong data-sider-select-id="ec246075-2282-4af4-b656-cd0d6c49f0da">Background: Among the many benefits of curiosity and knowledge, research stands out as it unveils an entirely new realm. A thorough research, when pursued with ample commitment, can lead to substantial advancements in the field. This study examined the impact of academic stress and scientific motivation on prognosticating research spirit among the students of medical sciences. <strong data-sider-select-id="50f27292-3f28-46e4-9061-3264398a34c4">Methods: In this cross-sectional study, a statistical population was formed by all students of medical sciences in Ilam (Iran) in 2022, and a sample of 301 individuals was selected using the convenience sampling method. Data were collected using the Research Spirit Scale, Academic Stress Questionnaire, and Scientific Motivation Questionnaire. The data were then analyzed using the Pearson correlation coefficient and stepwise regression. <strong data-sider-select-id="0d2167dc-cef2-46fb-9f9e-a78cb5ca672a">Results: The findings of the research indicated a significant negative correlation between academic stress and research spirit (r=-0.36, P<0.001), and a significant positive correlation between scientific motivation and research spirit (r=0.53, P<0.001). Academic stress and scientific motivation accounted for 35% of the variance in the research spirit among medical students. Furthermore, the results suggested that academic stress had a more substantial role in predicting the research spirit of the students. <strong data-sider-select-id="282ac8e9-922d-45de-80fc-addc17d3c6f6">Conclusion: Based on the findings, focusing on scientific motivation and strategizing to alleviate academic stress students in medical sciences can help enhance their research spirit.

PENERAPAN MODEL PBL BERBANTUAN MEDIA PEMBELAJARAN INTERAKTIF WORDWALL DALAM UPAYA MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK KELAS V SEKOLAH DASAR

This research aims to increase motivation in learning science by using the PBL model assisted by wordwall interactive media among class VA students at SD Negeri 30 Pontianak Selatan. This is a classroom action research with 4 steps, namely, planning, implementing, observing and reflecting. This research was carried out in collaboration with class teachers and colleagues. The subjects of this research were 19 students of class VA at SD Negeri 30 Pontianak Selatan which is consisting of 9 males and 10 females. The data collection techniques are observation and questionnaires. The data analysis technique is qualitative description, which is after the data is found and organized, it will be described by the researcher's opinions or views and data support from various relevant theories. Observation or direct observation of the implementation of learning carried out in 3 cycles. There was an increase on students' learning motivation. In cycle 1 the average motivation showed 63.5%, in cycle 2 it showed 75% and in cycle 3 it showed 82.1% of students' learning motivation. The results of the research show that the learning motivation of class V A students at SDN 30 Pontianak Selatan is relatively high. The results of the analysis also show that the implementation of the PBL model assisted by Wordwall interactive media has a big influence on increasing the learning motivation of class V A students, especially in science subjects.

A JOURNEY INTO THE THRILLING DEPTHS OF CHEMISTRY THROUGH GAMIFICATION

In the realm of Pre-Diploma in Science education, cultivating an engaging and interactive learning environment stands as a pivotal factor for student success. Acknowledging the centrality of science as a core subject, this study investigates the potential of gamification to enrich the learning experience and enhance scientific thinking skills among students. The primary objectives involve assessing the impact of CHEM-XPLORACE, a gamified science activity, on students' motivation and learning in the Chemistry subject. Specifically, the study aims to explore students' responses to the integration of gamification in science education. Data were collected from 70 Pre-Diploma in Science students at a branch of Universiti Teknologi MARA, employing a combination of observation and questionnaire survey. Through their participation in CHEM-XPLORACE activities, students' experiences, perceptions, and learning outcomes were systematically gathered and analyzed. The findings uncovered a positive correlation between the implementation of CHEM-XPLORACE and heightened student enjoyment and motivation in learning science, particularly Chemistry. Moreover, students reported an enhancement in their ability to retain scientific facts and knowledge, attributed to their engagement in the gamified activities. The observed increase in motivation and learning outcomes underscores the effectiveness of gamification in Chemistry teaching and learning. The incorporation of interactive and enjoyable elements in learning environments can contribute to a more positive attitude towards science, fostering a deeper understanding of the subject matter. The study recommends educators consider integrating gamification strategies to enhance science education in Pre-Diploma programs.

Concept of Spaceborne Ocean Microwave Dual-Function Integrated Sensor for Wind and Wave Measurement

Dedicated to synchronously acquiring large-area, high-precision, and multi-scale ocean wind and wave information, a novel concept of a spaceborne ocean microwave dual-function integrated sensor is proposed in this paper. It integrates the functions of a scatterometer and SAR by sharing a single phased-array antenna. An overview of the scientific requirements and motivations for the sensor are outlined firstly. In order to fulfill the observation requirements of both the functions, the constraints on the system parameters such as frequency, antenna size, and incidence angle are analyzed. Then, the selection principles of these parameters are discussed within the limitations of antenna area, bandwidth, available time, and cost. Additionally, the constraints on the time sequence of transmitting and receiving pulses are derived to ensure that there is no conflict when the two functions operate simultaneously. Subsequently, a method for jointly designing the pulse repetition frequency (PRF) of both the functions is introduced, along with zebra maps to verify its effectiveness. At the end of the paper, the system and performance parameters of the sensor are given for further insight into it.

DESCRIBING SCIENCE MOTIVATION AND ACHIEVEMENT OF SENIOR HIGH SCHOOL SUBANEN LEARNERS USING COMPUTER-ASSISTED INSTRUCTION

This research delved into the impact of Computer-Assisted Instruction (CAI) on enhancing science education among Senior High School (SHS) Subanen learners. The incorporation of CAI revealed a significant surge in motivation (mean score of 4.80) and a noteworthy improvement in academic achievement (14% increase in Mean Percentage Score in post-tests) among SHS Subanen students. The study identified a substantial correlation between science motivation and academic achievement among senior high school Subanen learners utilizing CAI. Furthermore, a notable difference in the academic performance of SHS Subanen learners emerged between the pre-test and post-test results when employing CAI. According to SHS Subanen learners, the integration of CAI in their science classes rendered lessons more engaging and comprehensible, attributing this to the incorporation of images, videos, and other interactive learning resources. Despite the positive outcomes, SHS Subanen learners faced challenges during the integration of CAI, including power interruptions, an extensive curriculum, and headaches due to prolonged computer exposure. To overcome these difficulties, students employed strategies such as reviewing topics through computer browsing, approaching challenges with a love for learning, and incorporating relaxation techniques into their study routines.

Longitudinal associations between Latine parents' support and their adolescents' science motivation and STEM career expectations.

Parents' science support and adolescents' motivational beliefs are associated with adolescents' expectations for their future occupations; however, these associations have been mostly investigated among White, middle-class samples. Framed by situated expectancy-value theory, the current study investigated: (1) the associations between parents' science support in 9th grade and Latine adolescents' science intrinsic value, utility value, and STEM career expectations in 11th grade, and (2) whether these indicators and the relations among them differed by adolescents' gender and parents' education. Study participants included Latine adolescents (n = 3060; Mage = 14.4 years old; 49% female) in the United States from the High School Longitudinal Study of 2009. Analyses revealed a significant, positive association between parents' science support and Latine adolescents' science utility value. Additionally, there was a significant, positive association between parents' science support and Latinas' science intrinsic value, but not for Latinos' science intrinsic value. Latine adolescents' science utility value, but not their science intrinsic value, predicted their concurrent STEM career expectations. Though there were no significant mean level differences in adolescents' science utility value or parents' science support based on adolescents' gender, the measure of adolescents' science intrinsic value varied across girls and boys. Finally, adolescents whose parents had a college degree received greater science support from parents compared to adolescents whose parents had less education than a college degree. Findings suggest parents' science support and adolescents' intrinsic and utility values have potential associations with Latine adolescents' STEM career expectations near the end of high school.

Motivation to learn in university science students studying anatomy: A mixed-methods analysis of what drives learning.

Exploring student motivation to learn is a research area that has rapidly expanded over the past decade, especially as the COVID-19 pandemic continues to influence education. In the field of anatomy, most research about motivation to learn targets medical and other health professional students, but little is known about factors that drive students enrolled in science degrees. The aims of this mixed-methods study were to determine: (1) what motivates undergraduate university science students to learn anatomy, and whether motivation differs between cohorts (second- and third-year) and gender; and (2) the impact of COVID-19 on motivation to learn. Students (n = 171) completed a survey (the Science Motivation Questionnaire II [SMQII] and questions about learning experiences during the pandemic) and a subset (n = 12) participated in focus groups/interviews. Quantitative data were analyzed using a combination of parametric and non-parametric statistics, and a general inductive approach was applied to qualitative data. Grade, intrinsic, and career factors were consistently identified as the key components of motivation. No statistically significant differences were found for motivation components between level of study or gender. Students reported that the COVID-19 pandemic negatively impacted motivational components, but it had also fast-tracked the development of online learning, with both positive and negative connotations. Students value traditional in-person lectures but support a blended approach of traditional and online teaching methods for learning anatomy. Educators should utilize these findings when considering how to teach and support science students in ways that embrace motivational components to foster success in those studying anatomy.

Individual, Vocational, and Societal Dimensions of Relevance of Science Education

The relevance of science education and its individual, societal, and vocational dimensions is important issues for the modern learning and teaching process in many countries. These dimensions are considered based on the data obtained from 1541 Georgian students. The study was conducted within the frames of the international ROSES project. The structure analysis of the ROSES questionnaire was conducted to define scales and individual items, which then were processed accordingly and relevant conclusions were drawn. The study findings reveal that Georgian students from basic and secondary schools demonstrate motivation and interest in learning science, participate in extracurricular activities, use social media for study aims, are concerned about environmental problems, and consider science classes interesting. However, the levels of interest, motivation, and positive attitudes are not high and the correlations between them are weak. The study shows that the vocational and societal dimensions of the relevance of science education are relatively better represented in our sample, but the individual dimension lags behind. Both structural and content findings might serve educators from similar contexts.

Randomness, Integrability and Universality

In spring 2022, the Galileo Galilei Institute for Theoretical Physics hosted a seven-week Workshop on ‘Randomness, Integrability and Universality’. The Workshop addressed a series of questions on exactly solvable models of statistical mechanics, having numerous ties and overlaps with various problems in random matrix models, probability, representation theory, and combinatorics. Much recent progress in these areas exploits the underlying notion of quantum integrability. Here we report on the scientific motivations and background of this activity and on its main outputs.

Empowering student self‐regulated learning and science education through ChatGPT: A pioneering pilot study

In recent years, AI technologies have been developed to promote students' self‐regulated learning (SRL) and proactive learning in digital learning environments. This paper discusses a comparative study between generative AI‐based (SRLbot) and rule‐based AI chatbots (Nemobot) in a 3‐week science learning experience with 74 Secondary 4 students in Hong Kong. The experimental group used SRLbot to maintain a regular study habit and facilitate their SRL, while the control group utilized rule‐based AI chatbots. Results showed that SRLbot effectively enhanced students' science knowledge, behavioural engagement and motivation. Quantile regression analysis indicated that the number of interactions significantly predicted variations in SRL. Students appreciated the personalized recommendations and flexibility of SRLbot, which adjusted responses based on their specific learning and SRL scenarios. The ChatGPT‐enhanced instructional design reduced learning anxiety and promoted learning performance, motivation and sustained learning habits. Students' feedback on learning challenges, psychological support and self‐regulation behaviours provided insights into their progress and experience with this technology. SRLbot's adaptability and personalized approach distinguished it from rule‐based chatbots. The findings offer valuable evidence for AI developers and educators to consider generative AI settings and chatbot design, facilitating greater success in online science learning. Practitioner notesWhat is already known about this topic AI technologies have been used to support student self‐regulated learning (SRL) across subjects. SRL has been identified as an important aspect of student learning that can be developed through technological support. Generative AI technologies like ChatGPT have shown potential for enhancing student learning by providing personalized guidance and feedback. What this paper adds This paper reports on a case study that specifically examines the effectiveness of ChatGPT in promoting SRL among secondary students. The study provides evidence that ChatGPT can enhance students' science knowledge, motivation and SRL compared to a rule‐based AI chatbot. The study offers insights into how ChatGPT can be used as a tool to facilitate SRL and promote sustained learning habits. Implications for practice and/or policy The findings of this study suggest that educators should consider the potential of ChatGPT and other generative AI technologies to support student learning and SRL. Educators and students should be aware of the limitations of AI technologies and ensure that they are used appropriately to generate desired responses. It is also important to equip teachers and students with AI competencies to enable them to use AI for learning and teaching.

Implementing an integrated natural sciences course in Ukrainian high schools: A nationwide experiment from 2018-2022

From 2018 to 2022, Ukraine conducted a significant nationwide experiment to implement an integrated natural sciences course for students in grades 10-11 of general secondary education institutions. This review paper provides a comprehensive overview of the context, design, implementation, and outcomes of this initiative, drawing on the final report and case studies of participating schools. The integrated course sought to develop students' scientific worldview and understanding of cross-cutting relationships between the natural science disciplines of biology, physics, chemistry, astronomy, geography, and ecology. Results indicate the experiment had a positive impact on students' motivation and performance in science. However, ongoing challenges include the need for more teacher training, resources, and alignment with university entrance exams. The Ukrainian experience offers valuable lessons for other countries seeking to reform science education through curriculum integration. This paper discusses the experiment's design, implementation process, outcomes, and implications for future research and practice in integrated science education.

Interaction of Educational Communities of Higher Education in the University Scientific Area

The relevance of the article is predetermined by the need to find new resources for the development of the university scientific area and identify opportunities for its qualitative improvement. The purpose of the work is to determine the basis for the typology of the interaction of university educational communities and to define the basic features of the scientific concept of the organisation of the university scientific area in the Ural Federal District as a representative scientific and educational model of higher education in the macro-region. The dominant theoretical approaches are community-based, resource-based, typological approach. The object of the study is the interaction of the community of research and pedagogical staff (RPS), the student community and the community of administrative staff (AS), the subject is the resources of educational communities in universities of the macroregion. The empirical base consists of mass questionnaire regional and Russian surveys, materials of expert interviews, and statistical data. An approach to the study of RPS, AS and students as traditional, virtual, and digital communities is proposed. The analysis of the prerequisites for interaction and the specifics of each of the identified communities allowed us to reveal the most acute problems preventing their integration into the unified university scientific space of the macroregion. It is shown that the unbalanced ratio of the number of representatives of communities in general and by region of the district, and the bureaucratization of university activities have a negative impact. It is noted that contradictions in the goal-setting of communities in research activity create a situation of interpersonal disunity. The study of research practices revealed the need to formalize the status of the “personnel reserve of science”, the dissemination of innovative practices of large universities, the organization of a unified system of regional investment in student science, the inclusion of regions in the sphere of influence of world-class research and educational centers. Four groups of problem areas are identified as typological bases of scientific interaction: the number of participants in communications; the chronotopе of scientific interaction; motivation, opportunities and positions in science; the nature of interaction. The interpretation of the resource potential of the university scientific area and the communities interacting in it is proposed. The main features of the conception of the university scientific area of the macro-region as a specific social ecosystem are defined.

Typologies of secondary school student academic resilience in science with classroom and school context predictors

ABSTRACT The education system strives to help students from low-income families achieve academic success. Academic resilience is related to not only individuals but also classrooms and schools. This study aimed to construct a comprehensive resilience model in science domains that presents the image of resilient students and describes the mechanisms by which they arise. This goal was achieved through a parametric multilevel latent profile analysis with level 1 and level 2 covariates. Latent profile indicators included variables reflecting motivation, subjective well-being, and engagement in science of secondary school students. Variables related to science classroom and school contexts constituted the levels 1 and 2 covariates. We used secondary data from Japan and Macao (China) collected in the 2015 Programme of International Student Assessment (PISA). The sample sizes were 1594 and 1114, respectively. We identified three resilience levels among students. The emergence of resilient students benefited from science classroom discipline, teacher-directed instruction, inquiry-based teaching, adjusting instruction, and teacher support. In Japan, the most robust predictor was inquiry-based teaching, while in Macao, it was teacher-directed instruction. Therefore, science teachers play a crucial role in building students’ resilience. It also suggests that a small class decreases the likelihood of students entering the high-level resilience group.

Needs Analysis of Ethnoscience-Based Digital Teaching Materials for Grade IV Elementary School Students

Learning that raises local culture to be a subject of science learning can improve students' mastery of science literacy, character, motivation and interest. This study aims to analyze the needs of ethnoscience-based digital teaching materials in elementary schools. This type of research is descriptive qualitative, namely by analyzing needs. This research was conducted in class IV of SDN located in East Karawang District, Karawang Regency. The data collection techniques used were interviews and observations. The results of this study indicate that: 1) Ethnoscience-based digital teaching materials at the school have never been developed; 2) There is a great need for ethnoscience-based digital teaching materials on plant material sources of life on earth; 3) Ethnoscience-based digital teaching materials really need to be developed in learning grade IV science on plant material sources of life on earth.

The BLAST Observatory: A Sensitivity Study for Far-IR Balloon-borne Polarimeters

Sensitive wide-field observations of polarized thermal emission from interstellar dust grains will allow astronomers to address key outstanding questions about the life cycle of matter and energy driving the formation of stars and the evolution of galaxies. Stratospheric balloon-borne telescopes can map this polarized emission at far-infrared wavelengths near the peak of the dust thermal spectrum—wavelengths that are inaccessible from the ground. In this paper we address the sensitivity achievable by a Super Pressure Balloon polarimetry mission, using as an example the Balloon-borne Large Aperture Submillimeter Telescope (BLAST) Observatory. By launching from Wanaka, New Zealand, the BLAST Observatory can obtain a 30 days flight with excellent sky coverage—overcoming limitations of past experiments that suffered from short flight duration and/or launch sites with poor coverage of nearby star-forming regions. This proposed polarimetry mission will map large regions of the sky at sub-arcminute resolution, with simultaneous observations at 175, 250, and 350 μm, using a total of 8274 microwave kinetic inductance detectors. Here, we describe the scientific motivation for the BLAST Observatory, the proposed implementation, and the forecasting methods used to predict its sensitivity. We also compare our forecasted experiment sensitivity with other facilities.

فاعلية روبوتات الدردشة "Chatbot" في تنمية مهارات البحث العلمي والدافعية للتعلم لدى طالبات الدراسات العليا بجامعة الملك عبد العزيز

The research aims to find out the effectiveness of Chatbots in developing scientific research skills and motivation for learning among postgraduate students. The experimental approach with one group quasi-experimental design was used, on a sample consisting of (27) female students. The research tools were testing students’ skills of scientific research methodology, scientific referencing, as well as measuring students’ motivation to learn. The results revealed that there is a statistically significant difference between the mean scores of the female students at the significance level (α≤0.05) in the application of the pre and post-test. This result gives an indication of the effectiveness of Chatbots in developing scientific research skills in terms of scientific research methodology and scientific referencing for postgraduate students. In addition to the presence of a statistically significant difference in the measure of motivation to learn, which confirms the effectiveness of Chatbots in developing motivation to learn and the students' satisfaction with the use of chat bots in learning scientific research skills. Therefore, the research recommends expanding the use of Chatbots in teaching various educational courses. It is suggested that more research could be conducted on the impact and effectiveness of interactive Chatbots in the educational process.

The impact on motivation of CLIL-izing EMI in science education. A longitudinal case study in pre-service teacher training

The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers in modern languages and science education collaborated to design and implement the “CLIL-ization of EMI” intervention. The sample was made up of 105 students, 55 of whom were given instruction in English, and 50 in their mother tongue, Spanish. Two instruments for motivation in English and science were applied before the intervention, two weeks and one year afterwards. Additionally, an open-ended questionnaire was used with the experimental group to gain a more in-depth insight into student perception of EMI. Results showed that the short intervention did not impact motivation towards learning English, but it did effect that for science contents in the short and long term. The student stance on the experimental instruction of science in English was highly positive.

Science Learning Motivation Among Students at Junior and Senior High Schools in Sungai Penuh: A Comparative Study

Student motivation in science learning has significantly changed during the pandemic. Consequently, it is crucial to trace how student motivation in science has evolved. This study uses a descriptive and comparative research approach to obtain a general overview of students' science learning motivation and compare the levels of student learning motivation, providing a comprehensive overview of student motivation at different educational levels. The total sample size for this study is 104 students, selected using purposive sampling techniques from two schools, junior high school (madrasa) 1 and senior high school 1 Sungai Penuh. A questionnaire on students' motivation for learning science, adapted from a previous study, was utilized to collect student motivation data. Student responses were converted into quantitative data using a Likert Scale of 1 to 5. The collected data were processed and analyzed using descriptive and Mann-Whitney U-test statistics. The results reveal a significant difference in the motivation for learning science between senior high school 1 and junior high school (madrasa) 1 students. The group of students from senior high school 1 exhibited a higher level of science learning motivation than those from junior high school (madrasa) 1. When comparing indicators, no significant differences were found in the motivation of students from junior high school (madrasa) 1 and senior high school 1 Sungai Penuh for learning goal orientation, self-efficacy, and self-regulation. The difference in motivation indicators was only significant in task value. These findings can guide classroom teachers in refocusing their teaching practices and assessing the effectiveness of intervention programs. Exploring other factors across various subjects and school levels is also recommended to gain a more comprehensive understanding of the variations in student learning experiences.