Arousing Interests in Secondary Schools in Tanzania Science Subjects

Motivating young people to become more interested in science subjects in Tanzania has raised the debate, as the government has decided to exercise its powers in the education sector increases independence. Powered and implemented a strategy to restructure instruction to a learner-centered approach, improving the curriculum material, and provide teaching and training personnel. There is no way one theory rather than the management of this document eclectic approach works to help develop the important philosophical concept of the intended perspective.

The main theories adopted in this paper are observed motivation can be used to stimulate students' interest in science subjects. Theories of motivation as aggravated prominent behaviorist Abraham Maslow, learning theory, a prominent constructivist paradigm, including Piaget and Vygotsky and the social cognitive theory of their well-known supporter of Albert Bandura.

How to say Maslow (1954), "If we are interested in what actually motivates us, and nothing has or will or is likely to motivate us, then a satisfied need is not a motivator. According to him and other various theories, motivation may be related to the basic need to reduce physical pain and increase pleasure, or it may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being of an ideal, or it may be attributed to the less obvious reasons such as altruism, morality, or avoiding mortality. motivation is particularly important for educational psychologists, because it plays a critical role in student learning. However, the specific kind of motivation that is studied at a specialized environment is qualitatively different from the psychological motivation to study in other areas of more general forms. Motivation in education can have several effects on how students learn and how they behave in the matter as in our case of science subjects. It can toward specific objectives, behavior, leads to increased effort and energy, to increase the initiation and persistence, their activities increase knowledge management; Determine what consequences strengthens and leads to better performance . because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.

There are two types of motivation: first, the internal motivation that occurs when people are internally motivated to do something because it gives them pleasure, they think it is important, or they feel that what they are learning is significant, and the second outer motivation, which comes into play when a student is forced to do something or act a certain way because of factors exte
al to him or her as money or good grades (Wikipedia, 2008). Young people can be motivated to make science subjects, as enjoyment when they are supplied quality, enough material and enough competition, science clubs, and any other cases where awards and prizes for the best learning situation through facilitation. Outwardly successful scientists and science students the best things can be called science festivals and exhibitions to show their achievements.

There is a cognitive motivation discipline, which emphasizes that human behavior is influenced by how people think about themselves and their surroundings. The direction that behavior takes can be explained by four effects, which include the inherent need to build organized and logically equivalent to the knowledge base; One expectations to successfully complete the task, the factors that one considers the ups and downs, and their beliefs about the cognitive skills profile (BIEHLER / Snowman, 1997). Cognitive development in terms of the effect is based on Jean Piaget's principles of equilibration, assimilation, accommodation, and schema formation. Piaget suggests that children have an innate desire to maintain its global concept (Equilibrium) organization and a sense of balance. It may be experienced when the unbalance feeling if a child becoming a new experience, in conjunction with the existing scheme, or a child can accommodate by changing the existing scheme, where a new experience is too different. In our case, love of science can be created for young people, from childhood, through mentoring and the provision of simple experiments and observations on various issues and organisms.