Situated Meanings of Mastery in Inquiry and Traditional Science Classrooms From Students' Perspectives

• In Event: 43.014 - Science and Motivation Within Sociocultural Contexts

Abstract

Responding to declines in student interest in middle school, science education reform recommendations cite potential in the K-12 curriculum for promoting motivation. Motivation research has been conducted in traditional classrooms, with limited attention to contextual differences. Using achievement goal theory and a situative perspective, this study investigates the contextualized meanings of mastery goals from students’ own perspectives within inquiry and traditional contexts. Interviews (N = 75) solicited students’ interpretation of mastery goals, mastery sources, and standards for their mastery. Results indicate mastery goals as contextualized by the norms introduced within these distinct curricular contexts. Those motivational features afforded in inquiry contexts, alongside being accountable for deep-level understanding, related to a richer interpretation of mastery relative to students in traditional settings.

Authors

• Toni Kempler Rogat, Purdue University

• Karlyn R. Adams-Wiggins, Portland State University

• Dongyao Tan, Purdue University

• Temitope F. Adeoye, Purdue University