This paper represents the second contribution from an action research study on a bachelor-level quantum chemistry and spectroscopy course. In the proposed instructional model, active learning principles are extended outside lectures to form a student-centred course structure. The new model resulted in superior learning outcomes compared to a class where active learning elements were limited to course lectures, as demonstrated by previous research. In this article, I try to understand this improvement through an analysis of student motivation and experiences in the framework of self-determination theory. Based on my analysis of student feedback data and interviews, tasks that facilitated direct interaction with peers or course staff were seen as key factors in enhancing learning and motivation. In addition, the presence of various interconnected course components that supported students at different stages of the learning process was experienced as central to learning. Together, these two publications demonstrate that the incorporation of active learning principles outside lectures can substantially improve both learning and motivation.

中文翻译：

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量子化学中以学生为中心的教学如何影响学生的学习和动机体验-自决理论的视角

本文代表了对本科学士学位量子化学和光谱学课程的一项行动研究的第二个贡献。在提出的教学模型中，主动学习原则被扩展到课堂之外，以形成以学生为中心的课程结构。与之前的研究表明，相比于将主动学习元素仅限于课程讲课的班级，新模型产生了卓越的学习成果。在本文中，我试图通过在自决理论框架内对学生的动机和经验进行分析，以了解这种进步。根据我对学生反馈数据和访谈的分析，促进与同龄人或课程人员直接互动的任务被视为增强学习和动力的关键因素。此外，在学习过程的不同阶段，支持学生在学习过程的不同阶段的各种相互关联的课程组成部分的存在。这两个出版物在一起证明，在讲座之外结合主动学习原则可以极大地改善学习和动机。