Pre-service primary school teachers' motivation for learning chemistry and their gifted behavioural scores in chemistry.

Abstract

Motivation is an important factor predicting students' academic achievements, and higher levels of motivation have been observed in gifted students. Building on this, the present study explores the relationship between pre-service primary school teachers' motivation for learning chemistry, their intrinsic motivation for understanding the chemistry triplet, and their gifted behavioural scores in chemistry. A total of 80 first-year pre-service teachers participated in the study using three questionnaires. Results showed no statistically significant differences between students' overall motivation for learning chemistry (Relative Autonomous Index - RAI) and their intrinsic motivation for learning the chemistry triplet, nor between motivation and gifted behavioural scores. However, significant differences were found between students gifted behavioural scores and their intrinsic motivation across all three levels of chemical representation, with gifted students showing higher motivation. Students demonstrated the highest intrinsic motivation for learning on the macroscopic level, while they were least motivated to learn the symbolic level. These findings highlight the importance of tailored instructional strategies that support both gifted and non-gifted students in navigating the abstract nature of chemical concepts. Enhancing visualization and fostering autonomy may improve intrinsic motivation and conceptual understanding. The study also suggests that gifted behavioural scores play a role in students' engagement with complex scientific content, emphasizing the need to consider individual learner characteristics in teacher education programs.