Prof. DSc Palmira Pečiuliauskienė

Prof. Dr. Palmira Pečiuliauskienė Vytautas Magnus University, Lithuania
Professor worked in the 7BP program at the inquiry project S-TEAM. The inquiry project ENGAGE (the 7BP program) opened new area in the field of her research – the responsible research and innovation (RRI) in science education. Project ENGAGE is a winner of the 2017 OER & Project Awards for Open Education Excellence, which was announced by the global network of Open Education (OEC). Prof. Pečiuliauskienė has published over 50 scientific publications. She is co-author of two monographs, several textbooks, and member of editorial boards of journal Pedagogika. Palmira Pečiuliauskienė has participated in more than 15 scientific councils of doctoral defence, and opposed (examined) six doctoral dissertations. Seven doctoral students of professors’ successfully defended their theses in the field of educational sciences.

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The theoretical background of new generation student’s motivationthe phenomenon of motivation is analyzed by aspect ofSelf-Determination theory whichfocuses on the reason why individuals engage in education activities and by Inquiry perspective for learning sciences. Monographemphasis scientific inquiry defined as activities of explorations and investigations.The 5 Einstructional model was described(Engage, Explore, Explain, Elaborate, and Evaluate). The motivation for learning sciences has been analyzed by aspect of inquiry levels’.Our findings are interesting in light of Self-Determination theory of motivation or learning science of lower secondary school students’ at Structured and Guided inquiry level labs. We linked inquiry continuum with basic psychological needs for competence, relatedness and autonomy. Higher level of inquiry gives more autonomy but require more competence and relatedness not only within students of labs group but also with others student in virtual communities with scientists.To succeed in physics, students need not just to be fluent with mathematical processing in the context of physics. In present monograph focused on an understanding of student motivation for learning Maths through Self-Determination theory and especially Organismic Integration Theory (OIT). Our research builds on literature about learning theories: cognitivism, constructivism, connectivism. Cognitivism focuses on internal processes of learner, emphasizes internal thought, and focuses on mental structures. Cognitivism gives a background for internal and external locus of causality which explains extrinsic and intrinsic motivation of learners, internalization of external locus. Constructivist perspective asserts that learners construct knowledge from within, by engaging in problem solving,by experiential learning. Connectivismis a learning theory for the digital age that emphasizes the role of cultural and social context in how and where learning occurs. Connectivismtook the cognitivist principles one step further by asserting that learning does not simply happen within an individual, but within and across the networks. Connectivism arguesthat knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. In presented monograph we describe the phenomenon of motivation at Responsible research and innovation activity then learners communicates with others, with scientists. In the third chapter of monograph The empirical insight about the motivation for learning science of new generation studentswe describe the data of empirical research. The structure of this chapter correspond the research objectives. In the first paragraph Motivation for learningphysics at school: the case of generations Z and Y we give the comparative analysis of motivation for learning physics of Z and Y generation. In the paragraph The formation of intrinsic motivation for learning physics at different levels of inquiry: the case of structured and coordinated inquiry, the viewpoint of inquiry levels has been adopted, and justifications for the decisions made within it are scrutinized.In the paragraph Social significant issues in science education: How does it Engage school students? themotivating features of integration Responsible research and in innovation into sciences educational practice are investigated. This paragraph based on Connectivism theory which allowsunderstands how communication with peers, andwith scientists promote motivation for learning sciences. In the paragraph Non-formal physics education. How does it engage gifted school students? of empirical chapter we analyse the role of non-formal physics education for promotion of motivation for learning physics. By the view of Self-Determination sub theory Organismic Integration Theory (OIT) we analyses the motivation of gifted students for learning physics. Fourth monograph chapter Motivation for learning Math of lower secondary school students is intended for consideration motivation for learning Maths. The data of national research (2012) of 8thgrade students were analyzed according to the model of motivation continuum from lowest levels of extrinsic motivation towards intrinsic motivation. Trans-contextual model adapted to examine the effects of school students' perceived autonomy support and autonomous motivation toward mathematics activities in the classroom on their autonomous motivation toward mathematics homework outside of school.In the discussion section we pull together all the various sections of your monograph. Our discussion involves a summary of the main findings of the monograph, followed by your interpretation of these results in light of our literature review presented in the introduction and first chapter of monograph. In the discussion section we examine, qualify the results, and draw inferences and conclusions from them.

Vytautas Magnus University, Lithuania

Vytautas Magnus University (VMU) (Lithuanian: Vytauto Didžiojo Universitetas (VDU)) is a public university in Kaunas, Lithuania. The university was founded in 1922 during the interwar period as an alternate national university.[1] Initially it was known as the University of Lithuania, but in 1930 the university was renamed to Vytautas Magnus University, commemorating 500 years of death of Vytautas the Great, the Lithuanian ruler, well known for the nation's greatest historical expansion in the 15th century. It is one of the leading universities of Lithuania which has about 8,800 students, including Master's students and Ph.D. candidates. There are a little more than 1000 employees, including approximately 90 professors.

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