Introductory Biology in Social Context: The Effects of an Issues-Based Laboratory Course on Biology Student Motivation

Abstract

We investigated the effects of a laboratory curriculum developed using the socio-­scientific issues (SSI) framework to contextualize scientific and socially relevant issues for students. Using self-determination theory and hierarchical linear modeling, we examined the effects of the SSI curriculum relative to a control curriculum on student motivation in a large introductory biology course for life science majors. The SSI group had a significant increase in motivation for engaging in the laboratory work relative to motivation of the control group. Additionally, the SSI group showed higher levels of more autonomous forms of regulation concerning participation in laboratory tasks compared with the control group. Interestingly, the SSI-based curriculum seemed to have a buffering effect on typically observed decreases in student motivation over the course of a term. This buffering effect could potentially indicate greater self-determination in students experiencing an SSI-based curriculum, which could lead to greater student success and persistence. Qualitative data suggest that this increased motivation of the SSI group relative to the control group is due to enhanced feelings of relatedness experienced by students, likely due to the SSI.

Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM

“…SDT states that the more a person's psychological needs are met, the more internally motivated they will be in that particular situation (27). Research on different aspects of biology education has shown that SDT can explain the positive effects of teambased learning (28), socio scientific issues-based laboratory curricula (29), mentoring interventions (30), and STEM retention resulting from scalable STEM academy programs (31,32).…”

Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19

“…Finally, thematic courses, case studies, and thematic assignments can be used to integrate social justice issues into traditional biology courses. The addition of social justice issues into the STEM curriculum allows students to explore concepts from a variety of perspectives and viewpoints ( 35 ), contextualize material, and enhance their motivation by establishing increased feelings of relatedness ( 36 , 37 ). Most notably, a thematic approach may increase retention of students from underrepresented groups in STEM courses and encourage underrepresented minorities to pursue STEM pathways ( 38 ).…”

Design-based learning for a sustainable future: student outcomes resulting from a biomimicry curriculum in an evolution course

“…Prior DBL and PBL research offer evidence that providing a socio-scientific rationale for course tasks supports gains in students' conceptual understanding and knowledge building (Hewitt et al 2019;Venville and Dawson 2012;Udovic et al 2002). Further, engaging in a project supports students' ability to apply their knowledge (Bransford et al 1989;Dochy et al 2003;Gijbels et al 2005;Strobel and Van Barneveld 2009).…”

“…Students achieve higher content gains than students not learning through a socio-scientific lens in these cases (e.g. Benware and Deci 1984;Hewitt et al 2019;Venville and Dawson 2010). However, other research indicates that students in classes incorporating applied learning and/or socio-scientific issues have either equal or negative content gains relative to students who learn without incorporation of these issues (Dochy et al 2003;Eastwood et al 2013;Sadler and Dawson 2012).…”

“…Content knowledge alone is not sufficient to maintain interest and motivation to learn, nor to bridge the current gap that exists between pro-environmental intentions and behaviors. Instead acquisition of application-related knowledge and skills (knowing what mitigating actions to take and how to take them) and their link with beliefs that such actions will be effective are strong predictors of individuals' motivation to act upon, learn about and work to solve environmental issues (Frick et al 2004;Hewitt et al 2019;Moser and Dilling 2011;Ojala 2015;Truelove and Parks 2012).…”