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SUMMARY:P08 - Students’ motivational experiences in planetary science le
 arning through a blended station rotation model: A multiple case study wit
 h creative artifacts
DTSTART;VALUE=DATE-TIME:20261123T033000Z
DTEND;VALUE=DATE-TIME:20261123T040000Z
DTSTAMP;VALUE=DATE-TIME:20261112T151430Z
UID:indico-contribution-872@indico.narit.or.th
DESCRIPTION:Speakers: Gilden Maecah Migalang (MSU Iligan Institute of Tech
 nology\; University of the Philippines Open University)\, Dharel Acut (Ceb
 u Technological University\; Cebu Normal University)\nUnderstanding how st
 udents experience motivation within blended learning environments remains 
 an important yet underexplored area in science education. This multiple ca
 se study explored students' motivational experiences during a blended stat
 ion rotation model implemented in a Grade 10 planetary science unit. Guide
 d by Self-Determination Theory\, the study examined four motivational case
 s: intrinsic motivation\, self-efficacy\, self-determination\, and academi
 c grit\, and synthesized common motivational patterns across cases while a
 nalyzing students' creative artifacts as representations of their learning
  experiences. Data were collected through individual open-ended responses\
 , focus group discussions\, and student-generated artifacts\, and were ana
 lyzed using within-case and cross-case thematic analyses. Findings reveale
 d that motivation developed as an interconnected process in which curiosit
 y initiated engagement\, successful task completion strengthened confidenc
 e\, autonomy fostered ownership of learning\, and perseverance sustained p
 articipation through increasingly challenging activities. Creative artifac
 ts\, including the Saturn gown\, Martian robot\, Jupiter cake analogy\, an
 d Neptune–Uranus comic\, demonstrated how students transformed scientifi
 c concepts into meaningful visual representations while reflecting distinc
 t motivational experiences. The cross-case synthesis further showed that t
 hese motivational dimensions mutually reinforced one another rather than f
 unctioning independently. The findings extend theoretical understanding of
  motivation in blended science learning while providing implications for s
 cience teaching practice\, curriculum and instructional design\, and futur
 e research on student-centered learning environments.\n\nhttps://indico.na
 rit.or.th/event/238/contributions/872/
LOCATION:Dusit Thani Mactan Cebu Resort\, Mactan\, Cebu
URL:https://indico.narit.or.th/event/238/contributions/872/
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