Elements of Design‐Based Science Activities That Affect Students' Motivation

Abstract

The primary purpose of this study was to examine the ways in which a 12-week afterschool science and engineering program affected middle school students' motivation to engage in science and engineering activities. We used current motivation research and theory as a conceptual framework to assess 14 students' motivation through questionnaires, structured interviews, and observations. Students reported that during the activities they perceived that they were empowered to make choices in how to complete things, the activities were useful to them, they could succeed in the activities, they enjoyed and were interested in the hands-on activities and some presentations, they felt cared for by the facilitators and received help when they were stuck or confused, and they put forth effort. Based on our examination of data across our three data sources, we identified motivating opportunities that were provided to students during the activities. These motivating opportunities can serve as examples to help both formal and informal science educators better connect motivation theory to practice so that they can create motivating opportunities for students. Furthermore, this study provides a methodological example of how students' motivation can be examined during the context of authentic science and engineering instruction.

A Systematic Review: The Next Generation Science Standards and the Increased Cultural Diversity

“…In this respect, Cunningham, and Carlsen (2014) studied the ways to increase students' motivation in this field. The scholars reveal results that are similar to the insights that were detected a year later by Fitzgerald et al (2015) and Jones et al (2015). Specifically, students elt.ccsenet.org English Language Teaching Vol.…”

“…Jones et al (2015) argue that it is possible to achieve students' motivation to participate in science and engineering fields using supportive extracurricular activities. Nevertheless, one may rightfully assume that this approach is costly.…”

“…SDT states that students have basic needs, such as "the need for autonomy; the need for competence, and the need for relatedness", which school curricular should freely articulate and fulfill (Hagay & Baram-Tsabari, 2015, p. 952). To a great extent, the notion of competence relates to intrinsic motivation (Jones et al, 2015;Fitzgerald, McKinnon & Danaia, 2015). Fitzgerald et al (2015) state that the majority of students are not interested in studying science and engineering disciplines because they consider these fields to be boring.…”

School-Based Experiential Outdoor Education

“…To prepare their students for the high-stakes tests, teachers often rely on time-efficient instructional models that teach lower level fact and skill acquisition through teacher-centered lecture, drill, and rote memorization. Much research indicates that active, subject-integrated, experiential, in-context learning is the most effective way to reach students (Bass et al, 2012; Bredderman, 1983; Chen & Chou, 2015; Haury & Rillero, 1994; Ives & Obenchain, 2006; Jones et al, 2015; RAFT, 2013; Wiggins & McTighe, 2008). These instructional practices are often abandoned, however, because of the time they take away from test preparation (Berliner, 2011; Blazer, 2011; Cawelti, 2006; Erskine, 2014).…”

Acquiring Skills for Academic Success through Project-Based Learning in First-year Engineering

“…The use of this type of active learning in engineering courses improves traditional teaching by promoting students' participation and engagement [1]. Students develop skills and facts as they progress through the process of solving the problem with a design approach [2].…”