The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment
Ekaterine Slovinsky 1 * , Marika Kapanadze 1, Claus Bolte 2
More Detail
1 Faculty of Business, Technology and Education, Ilia State University, Tbilisi, GEORGIA2 Chemistry Education, Institute of Chemistry and Biochemistry, Freie Universität Berlin, Berlin, GERMANY* Corresponding Author


This paper reports about the effect of an innovative, context-based science teaching and learning program on student intrinsic motivation. The intervention aimed at promoting Inquiry-Based Science Education (IBSE) in close collaboration with teachers throughout the academic year by developing and implementing socio-scientific, context-based, innovative, three-stage modules. The Motivational Learning Environment (MoLE) model and questionnaire was used to measure the impact of context-based science modules on the motivation of sixth to eleventh graders at secondary schools in Georgia. Students’ wish- to reality-differences data were analyzed concerning the seven dimensions of the Motivational Learning Environment model. As a result of a one-year training program we observed statistically significant differences in two dimensions for the treatment classes (compared to the control classes) in pre- and post-test results. The study suggests more education systems should consider context-based, socio-scientific science teaching as a leading approach to enhance students’ motivation and interest in science education.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 17, Issue 8, August 2021, Article No: em1992

Publication date: 13 Jul 2021

Article Views: 2226

Article Downloads: 1196

Open Access Disclosures References How to cite this article