The Social Impact of Science: Situating Students’ Task Values in Drama-Based Pedagogy (Poster 20)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Division C - Section 1d: Science Poster Session

Abstract

Teaching science through authentic social problems, or socio-scientific issues (SSIs), can expand their understandings of science and bolster their motivation. We conducted an interdisciplinary mixed-methods study that explored high school students’ motivational experiences with SSIs through an instructional unit that employed drama-based pedagogy. Using situated expectancy value theory (SEVT), we investigated the ways students articulated how their perceptions of task values change as they learn about the social implications of science in their class. Results demonstrated that students differentiate the value they place on science learning based pedagogical practices used for instruction, and various aspects of scientific content, practices, and applications. Students’ values also shifted as they developed a deeper appreciation for the social impact of science.

Authors

• Adriana I. Martinez Calvit, University of Missouri - St. Louis

• Mutiara Syifa, Illinois State University

• Chia-Hsin Yin, The Ohio State University

• Fuyi Feng, The Ohio State University

• Lin Ding, The Ohio State University