Fostering Pre-service Teachers’ Self-Determined Environmental Motivation Through Green Chemistry Experiments
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The global environmental crisis intensi?es particularly in developing nations. Environmental educators have begun to understand that changing the environmental impact requires not only changes in pro-environmental knowledge and attitudes but also in associated, self-determined motivation. This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers' environmental motivation. Two comparable groups of preservice teachers participated in this study. The students in the experimental group (N = 140) did green chemistry experiments whereas the control group (N = 123) did equivalent experiments in a traditional manner. Posttest results indicate that there is signi?cant difference between both the groups for intrinsic motivation, integration, identi?cation, 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.
Journal of Science Teacher Education
Teacher Education and Professional Development of Educators