Fostering Pre-service Teachers’ Self-Determined Environmental Motivation Through Green Chemistry Experiments
Source: Journal of Science Teacher Education, Volume 23, Issue 6, pp 673-696. October 2012
This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers’ environmental motivation.
Two comparable groups of pre-service teachers participated in this study.
One hundred and forty students in the experimental group did green chemistry experiments whereas the one hundred-twenty three control group did equivalent experiments in a traditional manner.
Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales.
The qualitative analysis of interview data suggests that the changes are predominantly due to the personal satisfaction that participants derived from engaging in pro-environmental behavior.