Motivation and Learning to Notice: The Learning Environment, but Not the Topic, Matters

• In Event: AERA Poster Session 10
  In Poster Session: Division K Section 5 Poster Session 2

Abstract

Learning in science is strongly influenced by students’ preconceptions. Thus, teachers should be able to notice them in order to adapt their instructions to the preconceptions hold by their students. Noticing is a complex task as teachers have to coordinate information about the learning situation and students, the scientific concept and potential interventions. This intervention study (N = 87) investigates the effect of an introduction to physics didactics course and PSTs motivation towards the course topic and learning environment on their noticing abilities. We found a medium size effect of the course. However, for PSTs motivation the teaching environment seems to be more important than the topic.

Authors

• Martin Schwichow, University of Education - Freiburg

• Silke Mikelskis-Seifert, University of Education - Freiburg