Understanding Students' Efforts Toward Using Math and Science Knowledge in Engineering Contexts

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-2 - Division C Section 1e: Motivation in Computer Science and Engineering Education

Abstract

Policy and research increasingly argue for integrating math, science, and engineering learning opportunities. This study uses the Expectancy-Value Theory to explore why students may or may not attend to math and science content when engaged in engineering tasks. Analyses of 113 surveys from students in 8 schools reveal that a student’s perception of the value of math and science content in an engineering context predicts the effort they put towards engaging with that content. This suggests that students’ sense of the usefulness of the math and science could be a useful lever for supporting math and science learning in engineering contexts. The full paper explores strategies for supporting students in valuing the math and science content within their engineering challenges.

Authors

• Leema G. Berland, University of Wisconsin - Madison

• Rebecca Rose Steingut, The University of Texas - Austin