International Journal of Physics & Chemistry Education <p><strong>About IJPCE<br></strong></p> <p><em>International Journal of Physics and Chemistry Education</em> (IJPCE) is published quarterly in <em>February</em>, <em>May</em>, <em>August</em>, and <em>November</em>. Between 2009 and 2016 (volumes 1-8) IJPCE had been published under the title "Eurasian Journal of Physics and Chemistry Education" (EJPCE) . IJPCE continues with a broader prospect and enthusiasm to contribute to the field in various scholarly approaches.<br>IJPCE is an Open Access Journal. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply, while authors maintain the copyrights for their own articles.</p> iSER - The International Society of Educational Research en-US International Journal of Physics & Chemistry Education 2589-8876 <p>Copyright © Authors</p> Development and Validation of Motivation Scale towards Physics Learning <p>This research aims to develop a valid and reliable scale to determine the motivation levels for learning. Within the scope of this aim, the study was conducted on Exploratory Factor Analysis (EFA) and the Confirmatory Factor Analysis (CFA) at a University level with the participation of 1081 undergraduate pre-service science teachers in Turkey. EFA results show the scale consists of 22 items which are grouped under 3 factors which are Self-Efficacy, Appreciation-Reward, and Value of Learning Physics. The total variance explained by the factors is 53.448%. Cronbach alpha coefficient was found to be .911 for the whole scale. The findings suggest the Motivation Scale towards Physics Learning (MSPL) is a good tool that researchers and instructors can use to efficiently assess students’ motivation to learn physics in universities.</p> Elif Ince Hilal Çağap Yasemin Deneri Copyright (c) 2020 Elif Ince, Hilal Çağap, Yasemin Deneri 2020-12-28 2020-12-28 12 4 61 74 10.51724/ijpce.v12i4.129 Multitouch Experiment Instruction and Self-Regulation <p>In context of Education for Sustainable Development (ESD), the range of experiments offered by the Schülerlabor NanoBioLab at Saarland University was expanded to include an experiment on the topic of water analysis, which provided the basis of the intervention. In addition to the analogue experiment instruction, there is a digital version which is presented as a Multitouch Experiment Instruction (MEI). MEIs are digitally enriched, interactive experiment instructions that accompany the cognitive learning process of pupils and promote competencies in the digital world (Seibert et al., 2020). In this study, we analysed whether the MEI could support self-regulated learning in an indirect support approach by considering different hierarchical levels of self-regulation in the design of the materials. The results show a significant acquisition of self-regulatory competences of learners in grades ten and eleven by using the MEI compared to the analogue version.</p> Johann Seibert Felix Ollinger Franziska Perels Christopher W.M. Kay Johannes Huwer Copyright (c) 2020 Johannes Huwer, Seibert Johann, Felix Ollinger, Franziska Perels, Christopher W.M. Kay 2020-12-30 2020-12-30 12 4 75 88 10.51724/ijpce.v12i4.127