Stimulating students' intrinsic motivation for learning chemistry through the use of context-based learning modules
Abstract
This paper introduces a research project in which five chemistry teachers, working in cooperation with university researchers, implemented a new teaching approach using context-based modules specially designed to stimulate the intrinsic motivation of students. The intention was to induce change in chemistry teachers' teaching approach from more traditional, extrinsically motivational teaching styles, into student centred approaches stimulating students' intrinsic motivation. Evaluation of the approach was by means of student pre- and post questionnaires, in part adapted from the intrinsic motivation instruments developed by Deci and Ryan based on