Interaction between Students' Motivation and Physics Teachers' Characteristics: Multiple Case Study

Date

2018-12-01

Author

KORUR, FİKRET
Eryılmaz, Ali

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

205
views

0
downloads

This study identified the process of interaction between students' motivation and characteristics of two physics teachers: one who exhibited effective physics teacher characteristics frequently and one who exhibited the characteristics rarely. The two case teachers were selected to predict contrasting and comparable results. The data gathered from the semi-structured interviews, follow-up interviews, direct observation, video recordings, and field notes were analyzed both by single case and by cross-case analysis to strengthen the findings from two case teachers. Findings indicated that teachers' characteristics like enthusiasm and giving examples from daily life increased students' motivation by increasing their attention and willingness to participate in the classroom discussion. Even though a teacher frequently exhibited the effective characteristics by providing every opportunity for their learning, students wanted a classroom environment where they could stay calm and be more passive. The students did not like to be constantly forced by the teacher to share their views. In the lesson of a teacher who rarely exhibited the effective characteristics, students demanded a classroom environment where they could be more active. The students were not satisfied when their teacher avoided asking questions or had difficulty in solving the problems. Students, in general, resisted the teacher's behaviors or characteristics when the teachers exhibited inconsistent behaviors.

Subject Keywords

Physics Education, Situated Motivation, Multi-Case Study, Student Motivation, Teacher Characteristics

URI

https://hdl.handle.net/11511/54175

Journal

QUALITATIVE REPORT

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Approach-Method Interaction: The role of teaching method on the effect of context-based approach in physics instruction PEŞMAN, HAKİ; Özdemir, Ömer Faruk (2012-01-01) The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual approaches) and teaching method (traditional and learning cycle methods). Thus, a 2 x 2 factorial design was performed with four treatment groups, including 131 11th-...
Relationships between Foreign Language Teachers' Cognitions and Actions: Evidence from Instructors at Tertiary-level Öztürk, Mustafa; Yıldırım, Ali (2019-01-01) Teacher cognition and teacher action are two interrelated concepts of teaching and thus ought to be studied together in-depth to understand the nature of teaching and its effect on educational achievement. Examining the relationship between language teachers' cognitions and their actions has the potential to inform and guide current and future instructional practices in language teaching settings. From this point forth, this correlational study aims to answer in what way language teachers' language learning...
A Study on inservice teachers' attitudes toward and beliefs about mathematical problem solving Çokçalışkan, Hasan; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2012) The main purpose of this study was to investigate elementary teachers’ and elementary mathematics teachers’ attitudes toward and beliefs about mathematical problem solving in terms of gender and grade level being taught. Moreover, the relationship between elementary teachers’ and elementary mathematics teachers’ attitudes and beliefs was evaluated in this study. The data were collected from 141 in-service elementary teachers who are teaching 4th and 5th graders and elementary mathematics teachers who are te...
The Relationship among secondary scholl students' attitudes, motivation and self-efficacy beliefs toward chemistry lessons İçöz, Ömer Faruk; Geban, Ömer; Department of Secondary Science and Mathematics Education (2012) The purpose of this study was to investigate the relationship among secondary school students’ attitudes, motivation and self-efficacy beliefs toward chemistry lessons and to determine the effect of grade levels, gender and school type on each dependent variable. The study was conducted during fall semester of 2011–2012 academic year in four high schools which are general public high school, Anatolian public high school, vocational public high school, and general private high school in Ankara. Cluster rando...
Noticing Student Mathematical Thinking Within the Context of Lesson Study GÜNER, Pınar; Akyüz, Didem (SAGE Publications, 2019-12-21) The purpose of this study is to investigate a preservice middle school mathematics teacher's noticing of student mathematical thinking within the context of lesson study as a component of a teaching practicum course in a teacher education program. This study also examines how preservice teacher education experiences in the context of lesson study influence the noticing skill of the participant preservice teacher, Lisa. Results indicated that the lesson study process supported teacher noticing of student mat...

Citation Formats

F. KORUR and A. Eryılmaz, “Interaction between Students’ Motivation and Physics Teachers’ Characteristics: Multiple Case Study,” QUALITATIVE REPORT, pp. 3054–3083, 2018, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54175.