Motivation as a driving tool for curriculum implementation in Nigerian science classrooms

Abstract

This paper critically examines the motivational position as a foundational element in science curriculum delivery. It situates the discussion within classical and contemporary philosophical perspectives, contrasting intrinsic motivation, characterized by interest, mastery, autonomy, and self-actualization, with extrinsic motivation, which relies on external rewards, sanctions, and validation. The study identifies a conceptual gap in existing motivational theories, arguing that prevailing behavioristic and cognitivistic frameworks remain fragmented in their explanations of complex classroom learning dynamics. Through a philosophical analysis, behavioristic theories are found to reduce motivation to mechanistic stimulus–response patterns, offering limited insight into the intellectual and affective dimensions of science learning. Cognitivistic approaches emphasize internal cognitivistic processes but risk detachment from the sociocultural realities of classroom practice. The paper proposes an integrative perspective that reconciles behavioral reinforcement with cognitive sense-making. Such synthesis highlights the necessity of perceiving learners as active agents in constructing meaning and sustaining engagement. The study’s implication lies in reorienting curriculum design toward fostering transformative learning environments that balance external structure with internal motivation.

Keywords: Behaviorism; cognition; curriculum; motivation; philosophy.