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Summary
Summary
Because motivation is the key to scientific literacy
Within every science classroom there are students waiting to be inspired. All these students need is the right motivation. That's exactly what this one-of-a kind guide will help you provide. And along the way, you'll quickly learn that the motivational tools that are most effective with adolescent boys don't always work with adolescent girls--and vice versa.
At the heart of Enhancing Adolescents' Motivation for Science is a collection of research-proven strategies on how best to motivate students in science--and once students are motivated, scientific literacy soon follows. Across chapters, Shumow and Schmidt * Detail key motivational constructs specific to science with illustrative vignettes * Address gender differences that influence how girls and boys are motivated * Describe how to make science learning relevant, accessible, and enjoyable * Reduce science anxiety and build student confidence, especially among girls * Offer motivational strategies that are consistent with the Next Generation Science Standards (NGSS)
Much more than a professional book, Enhancing Adolescents' Motivation for Science also includes a companion website packed with video clips, links, and tutorials. All in all, there's no better resource for fueling the student motivation so central to science literacy.
"This is an impressive book. . . .One of the greatest challenges you face as a teacher is how to motivate all of your students--girls and boys--to learn science. In this book, Shumow and Schmidt help you to meet this challenge." -- Shawn M. Glynn, Josiah Meigs Distinguished Teaching Professor, University of Georgia
"If you want to help your students succeed in science and could use some help achieving this goal, this book is for you. It is practical, driven by research, and has something for every science teacher to use." -- Randy Cook, Science Teacher Tri County Area Schools, Howard City, MI
Reviews 1
Choice Review
Standing apart from virtually every contemporary book that addresses issues fundamental to science teaching and learning, this volume offers a concise, readable, and well-supported series of recommendations essential for every science teacher who has struggled with both the theory and practice of motivating students to engage in learning science. The underlying premise advanced is that teachers have a significant role in the learning process; specifically, student motivation can be influenced by teacher action. Each chapter in this volume focuses on a construct that is demonstrated to impact student motivation. Chapter 4 is especially strong, addressing the notions of autonomy, student choice, intrinsic versus extrinsic motivators, and inquiry approaches to science teaching, while gender equity serves as a thread to connect the many relevant premises throughout the book. More discussion of culturally responsive science teaching along with explicit recommendations for teaching the nature of science as a precursor to facilitating science literacy would have added to this already strong project. Highly recommended for preservice and practicing teachers as well as those advanced graduate students with an interest in factors and approaches that promote enduring engagement and learning in the sciences. Summing Up: Highly recommended. Upper-division undergraduate, graduate, research, and professional collections. D. M. Moss University of Connecticut
Table of Contents
| Lists of Figures and Tables | p. ix |
| Foreword | p. xi |
| Series Preface to Classroom Insights | p. xiii |
| Preface | p. xvii |
| Enhancing Motivational Knowledge and Practices | p. xix |
| Overview of Chapters | p. xxi |
| Acknowledgments | p. xxiii |
| About the Authors | p. xxvii |
| 1 Introduction: Motivation to Learn Science | p. 1 |
| The SciMo Project | p. 2 |
| How Time Was Used in Classrooms | p. 3 |
| The Student Perspective on High School Science Classes | p. 5 |
| Gender Differences in Student Motivation and Perspective | p. 6 |
| The Experience of Boys and Girls in Science | p. 8 |
| Gender and Teacher-Student Interaction | p. 10 |
| The Importance of Promoting Gender Equity in Science | p. 11 |
| What Resources Can Science Teachers Use to Get More Background Information? | p. 11 |
| 2 Value | p. 13 |
| What Does It Mean to Value Science? | p. 13 |
| Why Is Valuing Science Important? | p. 16 |
| What Have Researchers Discovered about Valuing Science in Classrooms? | p. 17 |
| How Can Teachers Foster Value? | p. 20 |
| What Resources Can Science Teachers Use to Promote Value? | p. 25 |
| 3 Affiliation | p. 27 |
| What Do Classroom Social Relationships Include in High School? | p. 28 |
| Why Are Classroom Social Relationships Important? | p. 30 |
| What Have Researchers Discovered about Classroom Relationships in Science? | p. 31 |
| How Can Teachers Build Positive Relationships with and Among Their Students? | p. 36 |
| What Resources Can Science Teachers Use to Understand and Build Positive Relationships? | p. 39 |
| 4 Autonomy | p. 41 |
| What Is Autonomy? | p. 41 |
| Why Is Autonomy Important? | p. 42 |
| What Have Researchers Discovered about Autonomy in Science Classrooms? | p. 44 |
| How Can Teachers Foster Autonomy? | p. 49 |
| What Resources Are Available to Science Teachers for Promoting Student Autonomy? | p. 54 |
| 5 Confidence | p. 55 |
| What Does It Mean to Have Confidence in Scientific Abilities? | p. 56 |
| Why Is Confidence Important? | p. 56 |
| What Have Researchers Discovered about Confidence? | p. 57 |
| How Can Teachers Build Student Confidence? | p. 62 |
| What Resources Can Science Teachers Use to Promote Confidence? | p. 65 |
| 6 Success | p. 67 |
| What Is the Motivational Concept of Success? | p. 67 |
| Why Is Success an Important Motivational Concept? | p. 69 |
| What Have Researchers Discovered about Success in Science Classrooms? | p. 70 |
| How Can Teachers Promote Student Success and Encourage Motivating Attributions? | p. 72 |
| What Resources Can Science Teachers Use to Promote Success? | p. 77 |
| 7 Goal Orientation | p. 79 |
| What Is Goal Orientation? | p. 79 |
| Why Is Goal Orientation Important? | p. 80 |
| What Have Researchers Discovered about Goals in Science Classrooms? | p. 83 |
| How Can Teachers Influence Students' Goal Orientation? | p. 86 |
| What Resources Can Science Teachers Use to Foster Adaptive Goal Orientations? | p. 93 |
| 8 Ability Beliefs | p. 95 |
| What Are Ability Beliefs? | p. 95 |
| Why Are Ability Beliefs Important? | p. 97 |
| What Have Researchers Discovered about Ability Beliefs in Science Classrooms? | p. 100 |
| How Can Teachers Foster Ability Beliefs Conducive to Success in Science? | p. 104 |
| What Resources Can Science Teachers Use to Understand and Promote Growth Mindset and Reduce Stereotype Threat? | p. 109 |
| 9 Challenge | p. 111 |
| What Is Challenge? | p. 111 |
| Why Is Challenge Important? | p. 112 |
| What Have Researchers Discovered about Challenge in Science Classrooms? | p. 114 |
| How Can Teachers Provide Appropriate Challenges for Their Students? | p. 119 |
| What Resources Can Science Teachers Use to Promote Positive Challenge? | p. 123 |
| 10 Emotion | p. 125 |
| What Emotions Are likely to Impact Motivation in Science? | p. 125 |
| Why Are Student Emotions Important for High School Science Teachers to Consider? | p. 127 |
| What Have Researchers Discovered about Student Emotion in Science Class? | p. 129 |
| How Can Teachers Enhance Enjoyment and Teach Coping Skills? | p. 134 |
| What Resources Can Science Teachers Use to Promote Enjoyment and Decrease Anxiety? | p. 137 |
| Appendix: Methodology of the SciMo Study | p. 139 |
| References | p. 147 |
| Index | p. 165 |
