Teachers' Relevance Practices Contextualized in a Science and Engineering Unit With Authentic Features

• In Event: Centering Understudied Populations and Contexts in Motivation Research

Abstract

Previous research indicates infrequent and brief enactment of relevance practices. This study aims to richly describe relevance practices by observing enactment within a curriculum with authentic features and a community problem, which may be especially meaningful for rural youth. We observed a science teacher in a rural middle school enact eight lessons of a unit contextualized around a design challenge to resolve pollution of a local river. Qualitative analyses involved coding for relevance and applying a holistic lesson rating. A mean of 11.8 practices were observed per lesson, with a mode of one. We provide an illustration showcasing frequent, extended, and multiple concurrent relevance practices. High-quality relevance was augmented by contextualizing content in a community problem and leveraging socio-historical affordances.

Authors

• Toni Kempler Rogat, Purdue University
  Presenting Author

• Alexandria Holmes, Purdue University
  Non-Presenting Author

• Selcen Guzey, Purdue University
  Non-Presenting Author

• Gina Marie Zaccagnini, Purdue University
  Non-Presenting Author