Fostering technology-enhanced science learning in elementary schools is an ongoing challenge as young students are not always motivated to engage with science lessons. The use of technology, such as digital sensors and data recorders, has been found to result in higher engagement with science. However, the association between technology-enhanced science learning and students’ motivation to learn, from a cross-cultural viewpoint, is still discussed among researchers. Thus, the goal of this study was twofold: (a) to examine the motivation to learn science of elementary school students from different countries and cultural backgrounds; (b) to identify phases of technology-enhanced science learning and their association with students’ motivation. Applying the sequential mixed-methods research design, data were collected via questionnaires, semi-structured interviews, and online observations. The study included seven experienced science teachers from the USA and Israel and 109 sixth-grade students: English speakers (N = 43), Arabic speakers (N = 26), and Hebrew speakers (N = 40). The findings indicated differences in students’ internal motivation, in terms of “interest and enjoyment,” “connection to daily-life,” and “cross-cultural interactions,” with medium ratings for “self-efficacy.” The study identified and characterized two consecutive phases of technology-enhanced science learning—“divergence” and “convergence”—that can be associated with motivation to learn science. Overall, the study’s results highlight the importance of seamlessly embedding technology to support cross-cultural learning of scientific practices.

在小学促进技术增强的科学学习是一项持续的挑战，因为年轻学生并不总是有动力参与科学课程。人们发现，数字传感器和数据记录器等技术的使用可以提高人们对科学的参与度。然而，从跨文化的角度来看，技术增强的科学学习与学生学习动机之间的关联仍在研究人员之间进行讨论。因此，本研究的目的有两个：（a）考察不同国家和文化背景的小学生学习科学的动机；(b) 确定技术增强的科学学习的阶段及其与学生动机的关系。应用序贯混合方法研究设计，通过问卷、半结构化访谈和在线观察收集数据。该研究包括来自美国和以色列的 7 名经验丰富的科学教师和 109 名六年级学生：讲英语的人 ( N  = 43)、讲阿拉伯语的人 ( N  = 26) 和讲希伯来语的人 ( N  = 40)。调查结果表明，学生的内在动机在“兴趣和享受”、“与日常生活的联系”和“跨文化互动”方面存在差异，“自我效能”的评分为中等。该研究确定并描述了技术增强的科学学习的两个连续阶段——“发散”和“趋同”——这两个阶段可能与学习科学的动机相关。总体而言，该研究结果强调了无缝嵌入技术对于支持科学实践的跨文化学习的重要性。