초록 열기/닫기 버튼
The purpose of this study is to develop a teaching strategy structuring learner's motivation and participation activities and also to examine how this strategy affects scientific motivation, attitude, and academic achievement in elementary science classes. This strategy consists of 5 steps; engaging, thinking, doing, being and ending. Applied contents were ‘environment and biology’ of 5th grade in elementary science curriculum. Applying motivation-triggering teaching strategy had a positive influence on elementary students’ scientific motivation, attitude, and academic achievement. While interviewing students, they were impressed with activities utilizing specific and practical materials, detailed manipulation and physical activities. They thought that their interests related to science would be improved and that their attitude for science would be taken positively. While interviewing with teachers, the general consensus was that this strategy was composed of activities to stimulate various areas of thinking, and the students would be able to participate in science classes with more interest and with a positive attitude towards science. Based on the results of this study, if motivation-triggering teaching strategies were developed and applied according to scientific domain features, material attributes, and grades, then the students' motivation for science would be triggered and continued properly.
