Undergraduates’ Motivation Following a Zoo Experience
Status Matters but Structure Does not
Bibliographic Data
| ID | 21634640 |
|---|---|
| Authors | Ashley B Heim (0000-0001-8526-7342, Cornell University, Ithaca, NY, USA, corresponding author), Emily A Holt (0000-0002-1777-7882, University of Northern Colorado, Greeley, USA) |
| Year | 2022 |
| Volume | 45 |
| Issue | 1 |
| Pages | 68-87 |
| Publication date | 2022-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Experiential Education (JOURNAL) |
| Journal identifiers | ISSN: 1053-8259 • E-ISSN: 2169-009X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10538259211012716 |
| OpenAlex | W3158329837 |
| Language | EN |
| References cited | 40 |
Background: Free-choice learning, which often takes place in settings such as zoos, is where the learner has autonomy to choose what, where, how, and with whom to learn. Currently, little is known about the potential of free-choice learning experiences at informal settings to engage undergraduates in biology. Purpose: We sought to explore how participation in structured versus free-choice learning experiences and a student’s status in their program relate to their motivation, interest, and self-regulation to learn biology after a zoo trip. Methodology/Approach: Students in both introductory and advanced biology courses were assigned to either a structured or free-choice learning group during a zoo visit. Participating students completed a set of surveys before and after the zoo trip to gauge their incoming self-regulation and changes in motivation and interest to learn biology. Findings/Conclusions: We found that advanced students reported higher intrinsic motivation to learn biology than introductory students. In addition, grade motivation decreased and self-efficacy increased after the zoo trip across all students. Implications: Ultimately, there may be numerous ways for instructors to make visits to the zoo and other informal settings more meaningful for undergraduates. Both structured and autonomous learning experiences offer benefits for students across program levels
Autonomy · Experiential learning · Intrinsic motivation · Mathematics education · Medical education · Self-determination theory · Animal and Plant Science Education · Computer Science · Environmental Education and Sustainability · Innovative Teaching and Learning Methods · Medicine · Psychology · Social Psychology
Situational interest
Academic motivation and self-regulation
Science motivation questionnaire II
Intrinsic and Extrinsic Motivational Orientations in the Classroom
A Short Review of School Field Trips
Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation
The role of achievement goals in the development of interest
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
Possible selves
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
School Environmental Education Programme Impacts upon Student and Family Learning
Response Rate in Academic Studies-A Comparative Analysis
The role of the scientific discovery narrative in middle school science education
Motivating Project-Based Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |