Motivation in the Science Classroom: Through a Lens of Equity and Social Justice

Russell, Melody L.

doi:10.1007/978-94-007-7651-7_7

Cited by 11 publications

(4 citation statements)

References 52 publications

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“…More often than not, students from underrepresented groups lack motivation in STEM because of the watered down curriculum and low expectations they encounter in the STEM classroom (Russell 2014). Similar to research in Liu et al (2011), motivation served as a framework for this Academy.…”

Section: Examining Attitudes Self-efficacy and Motivationmentioning

confidence: 94%

Aerial Drone: an Effective Tool to Teach Information Technology and Cybersecurity through Project Based Learning to Minority High School Students in the U.S.

Bhuyan

Thomas

et al. 2020

TechTrends

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This paper describes the design, implementation, and results of an NSF funded Summer Academy from 2016 to 2018, which engaged, on an annual basis, 30 to 60 rising 10th and 11th grade high school science students in an innovative, technology-enriched Project Based Learning (PBL) environment. This Academy emphasized how tech gadgets work and the impact that technology can have on improving communities by immersing students in the exploration of one such device that is a growing phenomenon, the "aerial drone." In this Academy, the students learned various operations of the drone through Python programming language, and some cybersecurity issues and solutions. The student teams, under the guidance of diverse mentors, comprehensively fortified their STEM problem-solving skills and critical thinking. Both formative and summative evaluations for this Academy showed that it helped students improve their critical thinking ability and motivated them to pursue careers in STEM-related disciplines, specifically in information technology and cybersecurity areas.

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Section: Examining Attitudes Self-efficacy and Motivationmentioning

confidence: 94%

Aerial Drone: an Effective Tool to Teach Information Technology and Cybersecurity through Project Based Learning to Minority High School Students in the U.S.

Bhuyan

Thomas

et al. 2020

TechTrends

View full text Add to dashboard Cite

show abstract

“…Some scholars assert that such approaches to science teaching and learning are undergirded by deficit‐model thinking (Licona, ; Morales‐Doyle, ; Nasir, ; Solórzano & Yosso, ; Zeidler, ). Others point out that while access to high‐quality instruction can increase students’ opportunities to learn, increasing access does not ensure that teachers, peers, and others will support minoritized students to engage in rigorous science learning (Nasir, ; Ortiz & Capraro, ; Russell, ; Varelas, Martin, & Kane, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Others point out that while access to high-quality instruction can increase students' opportunities to learn, increasing access does not ensure that teachers, peers, and others will support minoritized students to engage in rigorous science learning (Nasir, 2012;Ortiz & Capraro, 2016;Russell, 2014;Varelas, Martin, & Kane, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Illuminating political clarity in culturally relevant science instruction

Madkins

Royston

2019

Science Education

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Failure to improve achievement in K‐12 science for racially minoritized students and students living in poverty continues to challenge the inclusionary rhetoric of science for all. Science education researchers, teacher educators, and educators must consider the racialized and classed inequalities that continue to limit students’ opportunities to learn. To achieve this, we must be able to conceptualize sociopolitical pedagogical approaches and learn from empirical examples of science teachers who consciously attend to their students’ realities in empowering rather than deficit‐oriented ways. We argue for the importance of utilizing culturally relevant pedagogy (CRP) and attending to and theorizing an educator's sociopolitical consciousness and enactments of political clarity in science instruction. Our analysis highlights how an African American male science teacher responds to his middle school students’ realities and identities as African American youth and children growing up contexts with limited economic resources. Through classroom observations and interviews with the teacher, we nuance our understanding of sociopolitical consciousness, the third tenet of CRP, as reliant upon a teacher's political clarity and examine how, through instruction, science teachers can position students and their realities as consonant with knowing and doing science and being scientists.

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“…Some instructors have achieved this by making the course content relevant to their students' lived experiences. Research suggests that culturally responsive teaching practices may aid in the narrowing of the STEM gap (Eijck and Roth, 2007;Atwater, 2010;Russell, 2014). Elective courses and research projects have even been designed to focus on historic and contemporary issues in science and to place emphasis on inclusivity and cultural relevance.…”

Section: Introductionmentioning

confidence: 99%

Moving beyond content knowledge: Examining the impacts of a culturally responsive microbiology curriculum

Vasquez

2022

Front. Educ.

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This paper describes the application of James A. Banks’ Levels of Integration of Multicultural Content to develop a culturally responsive curricular framework for a traditional 16-week microbiology course to determine its impact on classroom discourse. The study sought to qualitatively examine how the integration of multicultural content into a traditional microbiology course would, (1) change students’ impression of science and its relevance to their lived experiences, (2) impact students’ interest and perceived academic performance as it relates to retention of information, and (3) shape students’ understanding of sociopolitical issues. The multicultural curricular framework is summarized with a specific example described in detail. Qualitative data collected from two semesters of assignment prompts, classroom discussions, and end of semester focus groups are presented and discussed. Based on the results of the examined qualitative data, the multicultural curricular framework helped students better recognize the relevance of microbiology in relation to their lived experiences, increased their interest in science, improved their perceived academic performance, and increased their understanding of sociopolitical issues related to microbiology. Challenges and implications regarding integration of multicultural content into traditional microbiology courses are also discussed.

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Motivation in the Science Classroom: Through a Lens of Equity and Social Justice

Cited by 11 publications

References 52 publications

Aerial Drone: an Effective Tool to Teach Information Technology and Cybersecurity through Project Based Learning to Minority High School Students in the U.S.

Aerial Drone: an Effective Tool to Teach Information Technology and Cybersecurity through Project Based Learning to Minority High School Students in the U.S.

Illuminating political clarity in culturally relevant science instruction

Moving beyond content knowledge: Examining the impacts of a culturally responsive microbiology curriculum

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