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Chapter 4: Autonomy

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Taysha Silva

on 8 March 2014

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Transcript of Chapter 4: Autonomy

Enhancing Adolescents' Motivation for Science

Chapter 4: Autonomy
What is Autonomy?
self-determination theory:
What are the benefits?
more control & agency
Considerations for Autonomy Support
Divergent thinking & changing paradigms of thought in education
respond positively
provide choices
monitor communication
use inquiry
promote student control
parents as allies

presented by Taysha Silva
the students’ perception of self-determination of circumstances and outcomes, including learning goals, intentions, and actions.
model of human motivation in which the basic psychological needs are feelings of
* autonomy
* competence
* relation to others.
dislike control and coercion
* intrinsic motivation
* higher engagement
*less distraction
* higher self-esteem
*higher perceived success
*reduced anxiety
* positive attitude toward subject matter

Autonomy in the classroom is...
* a central developmental task of adolescence
* key to inquiry (important in science)
*a disposition that teachers can develop

* dependent on activities
teacher-centered vs. student-centered
least autonomy-supportive
most autonomy-supportive
teacher lecture
student presentation
tell why activity is important
make relevant to student's identity/interests
external coercion
internal control
The importance of tone
Educators should monitor communication and be sensitive about the way they are speaking/how it may be interpreted.

controlling words:
invitational words:
should, must, have to
could, might, suggest, what do you think?
(Science-in-the-Moment Project)
Benware & Deci study (1984)
learning content for test (extrinsic) vs. for teaching another student (autonomy-supportive/higher intrinsic motivation)
Schmidt's study for SciMo Project: Why do girls perceive fewer choices in science activities?
student centeredness

listening to students
rewarding thinking and interest
accepting negative feedback
ex: carcinogenic project; homework completion
Full transcript