Advancing Pupils within the Motivational Zone of Proximal Development: A Case Study in Science Teaching

摘要

This case study describes an instructional approach that may be useful in inquiry-based science classes. It involves adopting a particular discourse orientation that aims at helping pupils value their science learning. The contextual descriptions and interpretation presented can help teachers form images of classroom practices that will be conducive to developing pupils’ confidence in learning how to do science. The paper reaffirms the value of a synergy between the cognitive and affective domains in optimising pupils’ learning of science.