STRATEGIES FOR INCREASING STUDENT MOTIVATION IN SCIENCE
GAY D. CUNANAN
Teachers of Science must understand the basic motives already present in their learners. The teacher can then play on these motivations to maximize engagement and enhance the effectiveness of the teaching process. Exploiting student motivations and affinities can lead to the development of artificial Science problems and situations. But if such methods generate genuine interest in a topic, the techniques are eminently fair and desirable. Teachers may adopt the following to increase student’s participation.
Pr esent a challenge: When students are challenged intellectually, they react with enthusiasm. Great care must be taken in selecting the challenge. The problem (if that is the type of challenge) must definitely lead into the lesson and be within reach of the students’abilities. Care should be taken so that the challenge does not detract from the lesson but in fact leads to it.
Show a sequential achievement: Closely related to the preceding technique is having students appreciate a logical sequence of concepts. This differs from the previous method in that it depends on students’desire to increase, not complete, their knowledge.
Entice the class with a “gee whiz” result: There are many examples in the science especially Physics and Chemistry that are often counterintuitive. These ideas in their nature can be motivating. For example, to motivate basic belief in acceleration, a very effective motivation is a class discussion of the famous car speed, which gives the unexpectedly high probability of par ticipation. It’s amazing— even unbelievable— result will leave the class in awe.
Use recreational Science: Recreational motivation involves puzzles, games, paradoxes, or the school building or other nearby structures. In addition to being selected for their specific motivational gain, these devices must be brief and simple. An effective execution of this technique will allow students to complete the recreation without much effort. Once again, the fun that these recreational examples generate should be carefully handled, so as not to detract from the ensuing lesson.
Tell a pertinent story: A story of a histor ical event or a contrived situation can motivate students. Teachers should not rush while telling the story— a hur ried presentation minimizes the potential motivation of the strategy.
Lastly, get students actively involved in justifying scientific investigatory: One of the more effective techniques for motivating students is to ask them to justify one of many pertinent scientific investigatory. The students should be familiar and comfortable with the scientific investigatory before you challenge them to defend it.
The author is SST-III at Cristo Rey High School, Division of Tar lac Pr ovince