Learning About How Other Scientists Struggled Is Motivating

• In Event: Increasing Students’ Academic Motivation Through Social-Psychological Interventions

Abstract

This paper explores how different types of scientists’ struggling stories affect students’ mindset about their own STEM learning ability and actual STEM problem solving. Our Previous research has shown that providing students with scientists’ struggling stories has resulted in improved interest in science, delayed recall, and problem solving (Hong & Lin-Siegler, 2011). What remain unclear are what aspects of scientists’ struggles influence students’ science learning. To begin this investigation, we conducted two studies. In study one, we asked whether students comprehended and connected to different versions of scientists’ struggling stories and whether students’ motivational beliefs predicted their comprehension and connection. Forty-four high school students each received one of three versions of Albert Einstein’s history. Each version focused on Einstein’s intellectual struggles, his life struggles or his scientific achievements. In addition, students completed motivational belief scales measuring mindset, goal orientation, effort belief, helpless orientation and response to failure. Results showed that students’ comprehension did not differ significantly across the three story versions but did vary by motivational beliefs. Students’ personal connection did differ significantly across story versions, however, as students who received either the intellectual or life struggle versions felt more connection than students who received the achievement story. No relationship was found between personal connection and motivational beliefs. Implications of our findings are discussed as to the importance of including history of scientists in STEM curricula, particularly with regards to motivation and personal connection. In study two, we explored the following questions: Do different types of scientists' struggling stories affect students’ mindset and academic performance? Does the number of stories matter? Does the order of stories matter? 204 Students came from nine classes (six physics classes and three earth/life science classes) in three different schools. Students participated in 3 weekly 30-minute sessions where they read and responded to a scientists’ story. All students received stories about Albert Einstein, Michael Faraday, and Marie Curie. The sequence of the stories was randomized by class, with each of the six physics classes receiving the stories in a different order. Each of three non-physics classes received an order matching one of the physics classes. Within each class, students were randomly assigned to receive one of three conditions for each scientists’ stories (achievement, life struggle, intellectual struggle). Students received the same story condition all three weeks. Mindset data were collected before and after the stories as well as student academic and attendance records. Preliminary data suggest that students receiving intellectual and life struggle stories were more likely to have a growth mindset and performed better academically. Detailed analysis and results will be reported and discussed.

Authors

• Jondou Chen, Teachers College, Columbia University

• Eduardo Matamoros, Teachers College, Columbia University

• Mabelene Mak, Teachers College, Columbia University

• Daniel Deihle, Teachers College, Columbia University

• Xiaodong Lin, Teachers College, Columbia University