The Multidimensionality of Perceived Relevance: Science Undergraduates' Relevance Constructions of Evolution

• In Event: Exploring Students' Perceptions of Value, Relevance, and Interest in STEM Contexts

Abstract

Recent research supports the benefit of students’ construction of relevance through writing about the connection of content to their life. However, most such research defines relevance narrowly as utility value – perceived instrumentality of the content to the student’s career goals. In comparison, we employed a broad multidimensional conception of relevance. Qualitative content analysis of 50 undergraduate introductory biology students’ relevance writing about the concept of evolution supported the dimensional variability of relevance constructions including the self-aspect connected to the content, the kind of connection made, the type of perceived value, and for some, the perceived cost of connecting evolution to one’s life. We discuss the theoretical and educational implications of the topic-specific and multidimensional conception of relevance.

Authors

• Yonaton S. Davidson, Temple University

• Avi Kaplan, Temple University

• Kyle Mara

• Michael Balsai

• Monica D'Antonio, Montgomery County Community College

• Matthew Hartwell, Temple University

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Tony Perez, Old Dominion University

• Ting Dai, Temple University

• Erica Chew, Old Dominion University