Conceptual Change and Developing Mental Motivation in Physics: Effects of Transformational Learning Theory

Abstract

This study to investigate the effect of using transformative learning theory (TLT) -based teaching model on a conceptual change and developing mental motivation in Physics for secondary school students. The study follows the descriptive, analytical, and experimental method with a quasi-experimental design for experimental and control groups. sample consisted of (70) students from 1st-grade secondary school who are divided into two groups: the experimental group (34) students and the control group (36) students. To achieve the objectives of the study, A Conceptual Change Test (CCT) and A Mental Motivation Scale (MMS) were constructed. The results revealed that a TLT-based teaching model has effects on changing concepts and developing mental motivation in Physics. Moreover, there is a statistically significant correlation (r= 0.358) between the growth of mental motivation and the inducing of a conceptual change in physics for secondary school students. In light of the results, the study recommended conducting further studies on transformational learning theory (TLT) and conceptual change and mental motivation in various fields and learning stages.