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Motivation och lärande inaturvetenskaplig undervisning
KTH, School of Industrial Engineering and Management (ITM), Learning.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Motivation in Science Education (English)
Abstract [sv]

I denna studie undersöks hur stor vikt lärare lägger på att skapa och genomföra lektioner

där motivation påverkar lektionens planering och genomförande. Information samlades in

via en enkät med 119 respondentsvar från lärare. Examensarbetet består av två delar, en

kvantitativ och en kvalitativ del. I den kvantitativa delen uppger respondenterna att

elevmotivation är viktigt, vilket korrelerar med Hattie (2014) metaanalys. Respondentsvaren

visar även att de i mindre utsträckning tar hänsyn till elevmotivation vid

lektionsplaneringen.

I den kvalitativa delen bearbetas enkätsvaren kring frågeställningen - hur informanterna

uppger att de arbetar med att skapa förutsättningar för elevmotivation vid

lektionsgenomförande. Respondentsvaren beskriver pragmatiskt arbetet med att skapa

förutsättningar för elevmotivation. Analysen visar en spridning i respondentsvaren.

Diskussion, variation och praktiska moment är några av de mest förekommande svaren.

I det följande steget görs en ytterligare analys av respondentsvaren med hjälp av en

analysmodell baserad på Skaalvik och Skaalvik (2016), och deras uppdelning med teorier

kring elevmotivation i skolmiljö. Examensarbetets resultat visar att svaren härrör sig från i

huvudsak fyra av dessa åtta teorier kring elevmotivation.

Abstract [en]

This limited study is based on 119 respondents answers on a poll. The purpose of the thesis

is delimited to examine how respondents perceive their work regarding creation of

possibilities for student motivation. The quantative part focus on lesson planning and the

qualitative part focus on the lesson as such.

The quantative part of the study clearly shows that teachers perceive motivation as crucial

for students learning, supported by Hattie (2014) metaanalysis. The result also shows that

less than half of the respondents work actively with thinking and planning for motivation of

the students while preparing the lesson.

The qualitative part of the study examines how teachers worked with creating possibilities

for studentmotivation during their last lesson. The respondants describe their work with

student motivation pragmatically. Most frequent wordings are variation, discussion and

pratical experiments, as something that generated motivation during the last lesson.

The answers are examined following an analysis modell, based on Skaalvik and Skaalvik

(2016) and their categorization of motivational theories in school. The thesis result shows

that the respondants answers correlate with four of the eight motivational theories in the

modell.

Place, publisher, year, edition, pages
2018. , p. 40
Series
TRITA-ITM-EX ; 2018:497
Keywords [en]
Motivation, Highschool, Science, Technology, Engineering, Mathematics, STEM
Keywords [sv]
motivation, lektionsplanering, grundskola, NO, teknik, matematik, STEM
National Category
Other Natural Sciences Mathematics Learning Engineering and Technology
Identifiers
URN: urn:nbn:se:kth:diva-230886OAI: oai:DiVA.org:kth-230886DiVA, id: diva2:1231099
Subject / course
Technology and Learning
Educational program
Bridging Teacher Education Programme
Presentation
2018-05-30, 00:00
Supervisors
Examiners
Available from: 2018-07-05 Created: 2018-07-05 Last updated: 2018-07-05Bibliographically approved

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