The Effectiveness Of The PBL On The Self-Directed Science Learning Readiness And Science Learning Motivation Of Seven-Grade Students

The purpose of this study is to explore the effectiveness of the PBL (Problem-Based Learning) teaching model on the self-directed science learning readiness and science learning motivation of grade seven students. Previous researches showed that the effect of the students in PBL teaching model on self-directed science learning readiness and science learning motivation increased. This study attempts to explore whether the implementation of PBL teaching can improve the students’self-directed science learning readiness and science learning motivation from the capacity dimension. And try to explore the factors that influences students’self-directed science learning readiness and science learning motivation,and recommends the implementation of PBL teaching.The experimental method is:An unequal group pretest-posttest design. Two seven-grade classes of a private junior high school in Binjiang District, Hangzhou City were selected to be the research sample, which divided into the experimental group(n=31) and the control group(n=30). The experimental group received the instruction which is based problem-based learning teaching model, while the control group received regular lecture instruction. The employed research instruments included Self-Directed Science Learning Readiness Scale, Science Learning Motivation Scale, Semi-structured interview outline. The statistical methods used for quantitative data analysis are descriptive statistics, independent samples t test while the qualitative data is to analyze the interview content. The main conclusions of this study are as followings:1、The PBL teaching model has a very significant influence and improve on the self-directed science learning readiness of seven-grade students. (P=0.004)2、No significant effect of PBL teaching of seven grade student’s science learning motivation to improve. (P=0.147)3、The student’s self-directed science learning behaviors in the PBL process included "the students feel more interesting in learning science", "the students change the behavior in learning science", "the students show the abilities in managing learning resources".4、The student’s science learning motivation behaviors in the PBL process included “the students feel more competent in learning science while using PBL teaching model", "the students can realize the learning issues via data collecting", "the students make the performance which is goal oriented in science learning", "the students obtain the achievement via other tutors’identification", "the cooperative discussion in group can upgrade the motivation in science learning".5^ On PBL teaching suggestionsLearning content should conform to the cognitive level and interest of students, researchers should aid design is complete, interesting and diverse for student records, improve efficiency, meet the diverse learning requirements.