Undervisning der motiverer – en undersøgelse af tværfaglig kemiog biologiundervisning på htx

Abstract

I forbindelse med et 1-årigt forsøg med tværfaglig kemi- og biologiundervisning på htx er detblevet undersøgt hvorledes forskellige forhold i undervisningen påvirker elevernes motivation. Elevernesmotivation er blevet undersøgt gennem observationer, interviews og spørgeskemaer. Undersøgelsenhar vist at de fleste elever motiveres af valgfrihed, men der er forskel på elevers behov for valgfrihedog selvstyring. Samarbejde og tilhørsforhold har også betydning for de unges motivation. Et velfungerendegruppearbejde og et godt forhold til læreren virker motiverende. Der er desuden indikationerpå at elevernes faglige interesse kan stimuleres af en undervisning der tilgodeser elevernes behov forautonomi og relationer/tilhørsforhold. Students’ motivation and motivational processes were investigated during aone-year teaching experiment in which the students worked with interdisciplinaryprojects in chemistry and biology in upper secondary school. During thisone-year project there was a progression in students’ choice and self-regulatedlearning. The investigation showed that many students were motivated bychoice and autonomy, but some students found it frustrating when everythingwas not pre-planned, they preferred more teacher control and less choice.Other important motivational factors were relatedness and collaboration; thestudents found group work very motivating when the group was well functioning,if not it was a disaster. The investigation indicate that students’ interestcan be stimulated by science teaching supporting students’ basic needs forautonomy and relatedness.