The main purpose of the study was to determine which independent variables have the influence on students’ reading and drawing SMRs. The results show moderate, but statistically significant correlations between students’ intrinsic motivation, formal reasoning and chemical knowledge. Based on results several educational strategies can be implemented for students to develop mental models of chemical concepts on all three levels of representations.
The aim of this study was to establish the importance of using physical models and virtual models of solid states in the educational process for students’ to acquire a better understanding of the crystal structures of substances. It can be concluded that students who are engaged in active learning strategies that include modelling or computer interaction using virtual models develop more adequate mental models of solid state substance structures.
This paper presents the perceived expectations of prospective preschool teachers on the appropriateness of their career choice and their expectations regarding the acquired knowledge and skills necessary for being able to practice their future profession. We have established that the altruistic motives prevail over other motives for their career choice. The former are reflected above all in the desire to work with children, in the inclination towards the career of a preschool teacher and the satisfaction arising from practicing this profession.
The study involved participants, drawn from following age groups: 14 to15, 17 to18 and 22 to 23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self-regulation, self-report questionnaires were used. Regarding influence of different aspects of self-regulation on performance, the metacognitive self-regulation persists as an important predictor of school achievement at all developmental levels, and the motivational self-regulation has significant impact on performance in the first and second age-group.
Students from ten Slovenian grammar schools were involved in empirical study, in which a cluster analysis revealed two motivational profiles on the basis of SDT theory. Statistically significant differences between the two identified motivational profiles were found for students’ general as well as chemistry performance, and also in autonomy-supportive teaching methods used in chemistry classes. The basic reason for distinction might lie in the chemistry teacher’s approach used while presenting these topics.