Hands-On Experiments in the Interactive Physics Laboratory: Students’ Intrinsic Motivation and Understanding
Keywords:
laboratory activities, upper secondary school students, intrinsic motivation, optics concepts, physics demonstrations
Abstract
Experiments in different forms can certainly be suitable tools for increasing student interest in physics. However, educators continuously discuss which forms of experimenting (if any) are the most beneficial for these purposes. At the Faculty of Mathematics and Physics, Charles University, Prague, two different forms of physics experiments are offered to upper secondary students: hands-on experimental work in the Interactive Physics Laboratory, and physics demonstration shows where the students watch experiments conducted by a lecturer. Our research focuses primarily on student feedback about their immediate attitudes towards these two projects. Data collection was undertaken using questionnaire research based on the Intrinsic Motivation Inventory. This research was subsequently supplemented with a qualitative study examining the influence of students' experimental work in the Interactive Physics Laboratory on their understanding of selected physics concepts. The results of the main research show that the two projects do not exhibit significant differences in terms of student interest and perceived usefulness; nevertheless, students felt the need for significantly more effort and experienced pressure during their work in the Interactive Physics Laboratory. One interesting finding, which goes against our original hypothesis, is that grades in physics are quite a strong predictor of students' assessment of the projects: better grades indicate more positive assessment of both projects as well as less pressure felt during hands-on activities in the laboratory.
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Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–
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Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: The self-determination
theory perspective. Journal of Personality, 62(1), 119–142.
Dohn, N. B., Madsen, P. T., & Malte, H. (2009). The situational interest of undergraduate students in
zoophysiology. Advances in Physiology Education, 33(3), 196–20.
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for
the 21st century. Review of Educational Research, 70(2), 151–179.
Höfer, G., Půlpán, Z., & Svoboda, E. (2005). Výuka fyziky v Å¡irÅ¡Ãch souvislostech, názory žáků: výzkumná
zpráva o výsledcÃch dotaznÃkového Å¡etÅ™enà [Teaching physics in a broader context, pupils’ views: a
research report on the results of a questionnaire survey]. Plzeň: ZápadoÄeská univerzita.
Holstermann, N., Grube, D., & Bögeholz, S. (2010). Hands-on activities and their influence on students’
interest. Research in Science Education, 40(5), 743–757.
Intrinsic motivation inventory. Self-determination theory. Retrieved November 19, 2017, from http://
selfdeterminationtheory.org/intrinsic-motivation-inventory/
Jack, B. M., & Lin, H. S. (2017). Making learning interesting and its application to the science classroom.
Studies in Science Education, 53(2), 137–164.
Laukenmann, M., Bleicher, M., Fuß, S., Gläser-Zikuda, M., Mayring, P., & von Rhöneck, C. (2003).
An investigation of the influence of emotional factors on learning in physics instruction. International
Journal of Science Education, 25(4), 489–507.
Leng, E. Y., Wan Ali, W. Z. B., Baki, R., & Mahmud, R. (2010). Stability of the intrinsic motivation
inventory (IMI) for the use of Malaysian form one students in ICT literacy class. Eurasia Journal of
Mathematics, Science & Technology Education, 6(3), 215–226.
McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation
Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise
and Sport, 60(1), 48–58.
Monteiro, V., Mata, L., & Peixoto, F. (2015). Intrinsic motivation inventory: Psychometric properties in
the context of first language and mathematics learning. Psicologia: Reflexão e CrÃtica, 28(3), 434–443.
Owen, S., Dickson, D., Stanisstreet, M., & Boyes, E. (2008). Teaching physics: Students’ attitudes towards
different learning activities. Research in Science & Technological Education, 26(2), 113–128.
Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in
Science Teaching, 46(2), 147–165.
Plant, R. W., & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness,
and ego-involvement: An investigation of internally-controlling styles. Journal of Personality,
53(3), 435–449.
Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at
K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1),
85–129.
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive
evaluation theory. Journal of Personality and Social Psychology, 43(3), 450–461.
Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context
to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality
and Social Psychology, 45(4), 736–750.
Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing Situational Interest in the Classroom. Educational
Psychology Review, 13(3), 211–224.
Veloo, A., Nor, R., & Khalid, R. (2015). Attitude towards physics and additional mathematics achievement
towards physics achievement. International Education Studies, 8(3), 35–43.
Wong, S. L., & Bakar, K. A. (2009). Qualitative findings of students’ perception on practice of self-regulated
strategies in online community discussion. Computers & Education, 53(1), 94–103.
Zahorik, J. A. (1996). Elementary and secondary teachers’ reports of how they make learning interesting.
The Elementary School Journal, 96(5), 551–564.
Published
2018-03-28
How to Cite
Snětinová, M., Kácovský, P., & Machalická, J. (2018). Hands-On Experiments in the Interactive Physics Laboratory: Students’ Intrinsic Motivation and Understanding. Center for Educational Policy Studies Journal, 8(1), 55–75. https://doi.org/10.26529/cepsj.319
Section
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