Research on Training Mode of Need-Supportive
Capability Based on Self-Determination Theory
---- To Enhance and Sustain STEM Engagement of Secondary School Students
YiShan, Xie
Macau Pooito Middle School
1. Research Background
Catalog
2. Theoretical Basis
3. Method
4. Results (the TPRP Mode)
5. Prospect
1. Research Background
1.1 the Advantages of STEM ---- Foster Students’ Higher-Order Thinking Skills
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1. Siu-Yung Jong, M., Song, Y., Soloway, E., & Norris, C. (2021). Editorial Note: Teacher Professional Development in STEM Education. Journal of
Educational Technology & Society, 24(4).
2. Li KeDong and Li Ying. (2017). STEM education and interdisciplinary curriculum integration. Educational Information Technology, (10)3-10, 13.
1. Research Background
1.2 Students’ STEM Engagement Has Dropped Significantly
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1. Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers' practice and students'
motivation to learn mathematics and science. Learning and instruction, 35, 94-103.
2. De Loof, H., Struyf, A., Boeve-de Pauw, J., & Van Petegem, P. (2021). Teachers’ motivating style and students’ motivation and engagement in
STEM: The relationship between three key educational concepts. Research in Science Education, 51(1), 109-127.
1. Research Background
1.3 Some Teachers Don’t Possess Sufficient Confidence to Improve the Situation
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1. Chiu, T. K. F., Chai, C. S., Williams, P. J., & Lin, T.-J. (2021). Teacher Professional Development on Self-Determination Theory–Based Design
Thinking in STEM Education. Educational Technology & Society, 24(4), 153–165.
2. Van Haneghan, J. P., Pruet, S. A., Neal-Waltman, R., & Harlan, J. M. (2015). Teacher beliefs about motivating and teaching students to carry out
engineering design challenges: Some initial data. Journal of Pre-College Engineering Education Research, 5(2), 1–9.
2. Theoretical Basis
Self-Determination Theory
meets students’ needs of
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1. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
American Psychologist, 55(1), 68–78.
2. Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation development and wellness. Guilford Press.
New York, NY.
2. Theoretical Basis
Self-Determination Theory
e.g. provide
choices
provide need-support
e.g. provide clear
guidelines
enhance studen
intrinsic motiva
e.g. provide affective
support
1. Guay, F., Gilbert, W., Falardeau, É., Bradet, R., & Boulet, J. (2020). Fostering the use of pedagogical practices among teachers to support
elementary students’ motivation to write. Contemporary Educational Psychology, 63, 101922.
2. Lietaert, S., Roorda, D., Laevers, F., Verschueren, K., & De Fraine, B. (2015). The gender gap in student engagement: The role of teachers’
autonomy support, structure, and involvement. British Journal of Educational Psychology, 85(4), 498-518.
3. Method
Literature Search
3. Method
Literature Analysis
conducted need-supportive training for teachers to verify the effectiveness
of training strategies
implemented relative empirical studies for deducing useful and specific
suggestions of need-supportive training
(Excluded)
implemented other empirical studies which proved the value of needsupportive training for teachers, but did not mention any specific training
strategies or suggestions
4. Results
Commonalities of Different Modes
4. Results
the Produnciton of the TPRP Mode
5. Prospect
In the future
1. Conduct a more detailed literature analysis.
2. Put the TPRT mode into practice.
Thank you!
YiShan, Xie