The use of self-determination theory to foster environmental motivation in an environmental biology course

A scientifically literate person is one who understands the nature of science, its processes, products, and their appropriate application to decision-making contexts. The impetus to make informed decisions about environmental issues is environmental motivation. I examined students' environmental motivation, its relationship to scientific knowledge, and how environmental motivation can be fostered in a science classroom. This study took place in a college-level environmental biology course in which the instructor attempted to support students' basic psychological needs, as defined by self-determination theory (SDT). The first question was to what extent does an SDT-guided environmental biology course differ from a non-SDT-guided course in the degree to which it fostered self-determined motivation toward the environment. The administration of a well-validated scale to two sections before, after, and six months following the end of the course indicated that SDT-guided instruction is a plausible way to foster environmental motivation in the classroom. The second question was what are the multiple influences on fostering self-determined motivation toward the environment in an SDT-guided course. Path analysis indicated that environmental motivation can be partially accomplished in an environmental biology course by conveying to students that they are cared for, are connected to others, and can trust others while solving environmental problems. The third question sought to characterize students' scientific conceptualizations as they solve environmental problems and the extent to which their conceptualizations relate to the satisfaction of their need for competence. Students were videotaped during in-class problem-solving, after which stimulated-recall interviews were conducted. Grounded theory and an established coding scheme were combined to analyze these data, which resulted in three grounded hypotheses about what characterizes students' scientific knowledge when they feel highly competent about solving environmental problems. The final research question sought to identify which classroom features students cite when they indicate that their basic psychological needs are being fulfilled or undermined. Grounded analysis resulted in seven features of the instructional environment. This dissertation marks the first application of SDT to a formal environmental education setting in which a goal was to foster environmental motivation. Several research prospects and a learning cycle based on findings are propose