Use of self-determination theory to support basic psychological needs of preservice science teachers in an environmental science course

Karaarslan G., Ertepinar H., SUNGUR S.

ENVIRONMENTAL EDUCATION RESEARCH, cilt.19, sa.3, ss.342-369, 2013 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 19 Sayı: 3
  • Basım Tarihi: 2013
  • Doi Numarası: 10.1080/13504622.2012.695013
  • Dergi Adı: ENVIRONMENTAL EDUCATION RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.342-369
  • Anahtar Kelimeler: self-determination theory, basic psychological needs, preservice science teachers, environmental science course, environmental education, INTRINSIC MOTIVATION, FACILITATION, BEHAVIORS, EDUCATION
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

In this paper, we examine how the basic psychological needs of preservice science teachers (PSTs) were supported in a series of environmental science course activities informed by self-determination theory (SDT). We collected qualitative data about the PSTs' sense of competence, autonomy, and relatedness through interviews, group discussions, assignments, and reflection papers. Data were analyzed in relation to the instructional design features of the course; namely, collective construction of ideas, student guided discussions, real life connection, and consistent group dynamics. Findings illustrate primary support for cognitive features, including, how course activities supported a sense of confidence in action, sense of self-initiation, awareness of personal role in the system, and awareness of environmental actions. Overall, results suggest that SDT can be effectively utilized as a framework for environmental education in courses designed to foster environmental self-determination and long-lasting pro-environmental behaviors.