caa a22 4500 445320052 CHVBK 20180317142701.0 cr unu---uuuuu 170323e20110301xx s 000 0 eng 10.1007/s10972-010-9200-5 doi (NATIONALLICENCE)springer-10.1007/s10972-010-9200-5 Elementary Science Students' Motivation and Learning Strategy Use: Constructivist Classroom Contextual Factors in a Life Science Laboratory and a Traditional Classroom [Elektronische Daten] [Andrea Milner, Mark Templin, Charlene Czerniak] The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory and a traditional science classroom on elementary students' motivation and learning strategy use. The Constructivist Teaching Inventory was used to examine classroom contextual factors. The Motivated Strategies for Learning Questionnaire was used to examine student motivation and learning strategies. A Wilcoxon nonparametric test determined that constructivist teaching practices were found to occur more often in the life laboratory than in the regular classroom. Although constructivist teaching practices increased at each observation time in both the regular classroom and in the life laboratory, a Friedman test determined that they were not statistically significant increases. Paired sample t tests determined that student motivation and learning strategies were higher in the life laboratory than in the regular classroom overall as well as at each survey time except for learning strategies at Post 1. A 2×4 between 3 within repeated measure ANOVA determined that student MSLQ motivation and learning strategy scores in the regular classroom varied statistically significantly by teacher. Student MSLQ motivation and learning strategy scores in the life laboratory varied statistically significantly by teacher. To triangulate data, individual interviews of students were conducted at the end of the semester and revealed students regard the life laboratory as an asset to their science study; however, students do appreciate and value working in the learning environment that the regular classroom provides. The Association for Science Teacher Education, USA, 2010 Motivation nationallicence Learning strategy use nationallicence Constructivism nationallicence Laboratory nationallicence Classroom contextual factors nationallicence Elementary science education nationallicence Milner Andrea Adrian College, 49221, Adrian, MI, USA aut Templin Mark University of Toledo, Toledo, OH, USA aut Czerniak Charlene University of Toledo, Toledo, OH, USA aut Journal of Science Teacher Education Springer Netherlands 22/2(2011-03-01), 151-170 1046-560X 22:2<151 2011 22 10972 https://doi.org/10.1007/s10972-010-9200-5 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-010-9200-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Milner Andrea Adrian College, 49221, Adrian, MI, USA aut NATIONALLICENCE 700 1- Templin Mark University of Toledo, Toledo, OH, USA aut NATIONALLICENCE 700 1- Czerniak Charlene University of Toledo, Toledo, OH, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/2(2011-03-01), 151-170 1046-560X 22:2<151 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer