Motivating Science Learning Through Civically Oriented Instruction: A Call for More Research on Classroom-Based Authentic Problem Solving

• In Event: 56.053 - Developing Environmental Citizens: Leveraging Disciplinary Strengths to Address an Interdisciplinary Challenge

Abstract

This proposed paper will explore theoretical and empirical rationales for integrating civic learning projects into natural science coursework. Whereas prior scholarship has argued that integrating civic engagement experiences throughout students’ schooling experiences can expand their civic learning (Author, 2011), this paper explores how scientifically-oriented civic learning projects could enhance students’ motivation to learn science, especially environmental science. To do this, I examine current challenges in science education, prior research on generating motivation to learn science, and how civic projects could further enhance such motivation.

First, researchers have long found that US students have limited scientific knowledge, especially compared to students in other industrialized countries (Pew, 2015). On nationally administered exams in 2011, only about 32 percent of US eighth graders performed at the “proficient” level or better (NAEP, 2011). Scholars suggest that some of these challenges are due to students’ lack of motivation to learn science (Osborne, Simon, & Collins, 2003), and this paper will explore one major avenue for strengthening students’ motivation to learn in this domain.

Studies of academic motivation have long distinguished between intrinsic motivation, which refers to doing something for enjoyment and interest, and extrinsic motivation, which involves a separable outcome, such as a grade (Ryan & Deci, 2000). Research indicates that intrinsic motivation results in higher quality learning and that educators can build students’ intrinsic motivation by enhancing the four following conceptions related to the target task or subject: competence beliefs, self-determination (choice), social relatedness, and personal meaning (Haussler & Hoffman, 2002). For example, to enhance an individual’s self-determination, teachers can provide students options for how to pursue their learning, and to help an individual realize the meaningfulness of issues, educators can emphasize why the content matters in life (Schiefele, 2009).

Science coursework can include these elements, and researchers have found that carefully structured project-based learning experiences can generate students’ motivation and deep learning (Krajcik & Blumenfeld, 2006). In several studies, Blumenfeld and colleagues (e.g., Blumenfeld, Kempler, & Krajcik, 2006) found that inquiry-based curricula, which pose authentic questions and require selection and analysis of data as well as peer collaboration, can strengthen students’ cognitive engagement in science. Despite the challenges involved in such instruction, these researchers suggest that enhancing and emphasizing the real-world relevance of science projects learning can strengthen their effectiveness and promote deeper learning.

Indeed real-world relevance is a key feature of civic learning environments (e.g., Author, 2015), and several science educators have begun to integrate civic engagement experiences into their courses. For example, the SENCER (Science Education for New Civic Engagements and Responsibilities) Project has developed methods for chemistry instructors to use public issues, such as carbon dioxide emissions, as central components of their assignments (Leckrone, 2010). However, few of these efforts closely examine students’ developing motivation or learning in either science or civic engagement – or how such assignments could be integrated into environmental science courses. In this paper, I will describe several specific ways that educational researchers can begin to address this research gap through examining current efforts and design-based studies.

Author

• Brett L. M. Levy, University at Albany - SUNY