Comparing Males’ and Females’ Motivation to Learn Science Using a Science Writing Heuristic

• In Event: Roundtable Session 26
  In Roundtable Session: Select Topics in Secondary Science Education

Abstract

The purpose of this National Science Funded (Robert Noyce Grant #0934731), mixed-methods study was to determine the difference between males’ and females’ motivation to learn science after employing a science writing heuristic in a secondary honors chemistry class for a semester. All students’ motivation to learn science and science self-efficacy increased from pre to post study, however females’ scores increased by a greater degree and they saw increases in science learning value, achievement goal, and performance goal subscales of the Student Motivation Towards Science Learning questionnaire (Tuan, Chin, & Shieh, 2005).

Author

• Nancy G. Caukin, Middle Tennessee State University