Learning Complex Scientific Information: Motivation Theory and Its Relation to Student Perceptions

Three theories in educational research (Alexander, 1998; McCombs, 1996; Paris & Turner, 1994) that present interactive views of motivation relevant to conceptual change and the science learning of at-risk readers are reviewed and then related to two studies. One study examined motivation in high school students' conceptual change about physics principles. The other study examined students' motivation for biology learning in college. In both settings, students reported that grades and interest were important, but they did not report the importance of social support. In both settings, students used a variety of strategies, but were more successful if they focused on cognitive processes (e.g., applying information) rather than routine processes (e.g., making flash cards). These commonalities suggest that similar motivations are important in both conceptual change and assimilation and also help us to realize the motivational as well as cognitive dimensions of learning for students with reading difficulties. The findings also support the three theories with two exceptions . The role of grades was not emphasized by theorists, and the importance of social support was emphasized to a far greater degree by theorists than was reported.