ABSTRACT

Decades of motivation research have yielded a set of Motivation Design Principles (MDPs) that can be leveraged to support the development of student motivation and engagement in the classroom. This article addresses the translation of these guiding principles to teacher professional learning and subsequently, classroom practice. Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science. We identify 3 key decision points: (1) the extent to which professional learning should focus on general principles or specific practices; (2) the appropriate level(s) for translation of the MDPs into practice; and (3) the creation of opportunities for teacher reflection and self-assessment of their practice on student motivation and engagement.

摘要

数十年的动机研究已经产生了一套动机设计原则（MDP），可以用来支持学生在课堂上的动机和参与度的发展。本文将这些指导原则转化为教师专业学习以及随后的课堂实践。借鉴已发表的文献，以及由动机和科学教育研究人员和中学科学教师组成的共同设计团队的经验，我们讨论了设计和实施专业学习的决策点，重点是支持中学生的学习动机。科学。我们确定了 3 个关键决策点：（1）专业学习应在多大程度上关注一般原则或具体实践；(2) 将 MDP 转化为实践的适当级别；(3) 创造机会让教师反思和自我评估他们在学生动机和参与方面的实践。