Greek Teachers' and Scientific Experts' Perceptions of Student Motivation to Learn Chemistry
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This study investigated scientific experts’ and teachers’ perceptions of student motivation to learn chemistry. The participants were 5 researchers from 5 different Institutions and 11 teachers (3 in primary and 8 in secondary education) from 9 schools in Greece. Data were collected via workshop activities which aimed at addressing the participants’ perceptions regarding a) supportive teaching resources b) students’ general motivation and c) motivating practices. Qualitative data were analyzed by the constant comparative method. Five motivational constructs and three motivational factors related to chemistry learning were drawn from the participants’ comments. Namely the identified motivational constructs were the following: i) interest, ii) selfregulation, iii) self-efficacy, iv) teachers’ expectations on student performance, and v) extrinsic motivation. The three identified motivation factors were i) the curriculum design, ii) the teacher and iii) students’ family. Implications for educational policy and classroom practice are discussed.