| dc.rights.license | CC-BY-NC-ND | |
| dc.contributor.advisor | Meulenbroeks, R.F.G. | |
| dc.contributor.author | Mogezomp, Mieke | |
| dc.date.accessioned | 2022-11-03T00:00:41Z | |
| dc.date.available | 2022-11-03T00:00:41Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/43144 | |
| dc.description.abstract | Autonomous motivation of students is associated with many advantages in terms of academic performance and student well-being. In the case of science subjects in secondary education, however, it is decreasing in Western Europe. Fostering autonomous motivation by supporting basic psychological needs of students is therefore a key challenge for science teachers. Laboratory practical sessions have shown potential in supporting the three basic psychological needs of competence, autonomy, and related | |
| dc.description.sponsorship | Utrecht University | |
| dc.language.iso | EN | |
| dc.subject | Comparing the effects of inquiry-based learning and direct instruction on autonomous motivation by tailoring the approach of chemistry practicals. | |
| dc.title | Tailoring the approach of chemistry practicals in order to motivate students: comparing effects of inquiry-based learning and direct instruction on autonomous motivation | |
| dc.type.content | Master Thesis | |
| dc.rights.accessrights | Open Access | |
| dc.subject.keywords | autonomous motivation; inquiry-based learning; chemistry; motivation; direct instruction; practicals | |
| dc.subject.courseuu | Science Education and Communication | |
| dc.thesis.id | 11749 | |
