Dergiler / The Literacy Trek / 2015 / Volume: 1 Issue: 1

Educational Practices and Elements of Motivation in B. F. Skinner’s Walden Two

Sayfa
—
Yayın Tarihi
2015-06-28
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

It has also been argued that features of behaviorism are reflected in the novel.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Throughout time, literary works have introduced new perspectives and enabled people to learn important lessons about the world around them.
📊
Temel Bulgular & Veri:There has been quite a lot of significant research on motivation revealing beneficial findings which could guide teachers to promote motivation.
💡
Sonuç & Katkı:It has also been argued that features of behaviorism are reflected in the novel.
🔬Tür:Article
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Education · motivation · behaviorism

Abstract

Throughout time, literary works have introduced new perspectives and enabled people to learn important lessons about the world around them. What could serve this purpose better than utopia genre? One of the most recognized utopias is B. F. Skinner’s Walden Two . Influenced by behaviorism, Skinner did not only produce a literary work in an attempt to formulate a happy society but he also affected educational theories and practices of his time. Beyond a doubt, education system that is depicted in Walden Two has a number of peculiar aspects including absence of formal schooling and grades, students’ being able to study any subject that is intriguing for them, and learners’ being eager and energetic towards learning all the time. However, in the real life, teachers witness that their students either start courses amotivated or they gradually lose their motivation. There has been quite a lot of significant research on motivation revealing beneficial findings which could guide teachers to promote motivation. It is primarily intended in this study to analyze the education and motivation of learners in Walden Two and compare the findings with what motivates learners in the current EFL classes. The other aim of this study is to find out if and how behavioristic theories are reflected in Walden Two. Therefore, the novel Walden Two and relevant studies on Walden Two , behaviorism and motivation have been referred to in this study. It has been found out that students in Walden Two are intrinsically motivated towards learning due to the fact that they study a subject for the sake of learning it and fun involved in it, they are also depicted as autonomous learners, which are key aspects of intrinsic motivation. On the other hand, making a generalization on whether learners in current classes are intrinsically motivated or not would be irrational because it is possible to come across varied results. While students in Walden Two resemble to the current students who are intrinsically motivated, they differ from those who are, for instance, extrinsically motivated. It has also been argued that features of behaviorism are reflected in the novel.

🔖

Bu Makaleye Atıf Yap

Savacı, Y. K., Onan, A. (2015). Educational Practices and Elements of Motivation in B. F. Skinner’s Walden Two. The Literacy Trek, Volume: 1 Issue: 1. https://ajindex.com/articles/1552997

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (23)

  1. Altus, D. E., & Morris, E. K. (2004). B. F. Skinner's Utopian Vision: Behind and Beyond Walden Two. Contemporary Justice Review, 7(3), 267-286.
  2. Benware, C. A., & Deci, E. L. (1984). Quality of Learning with an Active versus Passive Motivational Set. American Educational Research Journal, 21(4), 755-765. doi: 10.2307/1162999
  3. Brown, H. D. (1994). Teaching by Principles. Englewood Cliffs, NJ: Prentice Hall.
  4. DeBell, C. S., & Harless, D. K. (1992). B. F. Skinner: Myth and Misperception. Teaching of Psychology, 19(2), 68-73.
  5. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(3/4), 325-346.
  6. Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3), 273-284. doi: 10.2307/330107
  7. Dörnyei, Z. (2001). Teaching and Researching Motivation. Essex: Pearson Education Limited.
  8. Gardner, R. C., & Tremblay, P. F. (1994). On Motivation, Research Agendas, and Theoretical Frameworks. The Modern Language Journal, 78(3), 359-368. doi: 10.2307/330113
  9. Kumar, K. (1987). Utopia and Anti-Utopia in Modern Times. Oxford: Basil Blackwell.
  10. Lee, D. L., & Belfiore, P. J. (1997). Enhancing Classroom Performance: A Review of Reinforcement Schedules. Journal of Behavioral Education, 7(2), 205-217.
  11. Marashi, H., & Padideh, D. (2013). The Comparative Effect of Using Competitive and Cooperative Learning on the Oral Proficiency of Iranian Introvert and Extrovert EFL Learners. Journal of Language Teaching and Research, 4(3), 545-556.
  12. McEachern, M. A. (1997). The Utopias of Plato, Skinner, and Perkins Gilman: A Comparative Analysis in Theory and Art. (Master of Education), University of Lethbridge, Lethbridge, Alberta.
  13. Mitchell, R., & Myles, F. (2004). Second Language Learning Theories (2nd ed.). London: Hodder Education.
  14. Noels, Clement, R., & Pelletier, L. G. (2001). Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Leamers of English. The Canadian Modern Language Reviews, 57(3), 425-442.
  15. Ozkut, I. E. (1991). The Nature of Motivational Factors Related to Achievement of English as a Foreign Language in Turkey. (Doctor of Philosophy in Education), University of Ottawa, Ottowa, Canada. Retrieved from http://search.proquest.com/docview/89246138?accountid=7181
  16. Senocak, D. (2009). Are Metacognitive Language Learning Strategies and Language Learning Motivation Related? Paper presented at the 2nd International Conference of Education, Research and Innovation, Madrid, Spain.
  17. Skinner, B. F. (1968). The Technology of Teaching. New Jersey: Prentice - Hall, Inc.
  18. Skinner, B. F. (1973). The Free and Happy Student. The Phi Delta Kappan, 55(1), 13-16. doi: 10.2307/20297418
  19. Skinner, B. F. (1976a). About Behaviorism. New York: Vintage Books.
  20. Skinner, B. F. (1976b). Walden Two. Indianapolis: Hackett Publishing Company, Inc.
  21. Slavin, R. E. (1996). Research on Cooperative Learning and Achievement: What We Know, What We Need to Know. Countemporary Educational Psychology(21), 43-69.
  22. Smith, L. M. (1994). B. F. Skinner. PROSPECTS: quarterly review of comparative education, XXIV(3/4).
  23. Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study. Journal of Personality, 60(3), 599-620. doi: 10.1111/1467-6494.ep9209210978