The purpose of this study was to investigate the relation between constructivist learning environment and students’ motivation to learn science by testing whether students’ self-efficacy in learning science, intrinsically and extrinsically motivated science learning increase and students’ anxiety about science assessment decreases when more opportunities for personal relevance, student negotiation, shared control, critical voice, and uncertainty for scientific knowledge is provided.
Materials and methods:
Constructivist Learning Environment Survey and Science Motivation Questionnaire were administered to 243 elementary school students. The hypothesized model for students’ motivation to learn science in their perceived learning environment was tested via LISREL.
The results revealed that the students were not much motivated to learn science in more constructivist learning environment. On the other hand, the findings indicated that the students were more motivated to learn science when they had more opportunities in relating science with the real world issues.
Therefore, science educators should emphasize more on the connectedness of science at school to real life for motivating students to learn science.
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