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 fuelling the student motivation so central to science literacy.
Lee Shumow is Distinguished Teaching Professor of Educational Psychology at Northern Illinois University. She teaches graduate level courses in adolescent development, family and community partnerships, and research methodology in learning environments. She began her career as a classroom teacher and is dedicated to preparing preservice teachers for middle and secondary school teaching. Her recent research has been dedicated to understanding the role of families and teachers in fostering adolescents' school success. Jennifer Schmidt is Assistant Professor of Educational Psychology at Northern Illinois University. She earned her Ph.D. in Psychology: Human Development from the University of Chicago. Her current research focuses on resilience, motivation, and adolescent engagement in daily challenges. She has been conducting research involving the Experience Sampling Method (ESM) for over 10 years. Dr. Schmidt is former Director of Research at the Alfred P. Sloan Center on Parents, Children, and Work at the University of Chicago, where she directed an ESM study involving parents and children from 500 families across the United States. Her work to date has involved samples of children, adolescents, and adults. She has conducted ESM research within the context of families, elementary schools, middle schools, and high schools. Dr. Schmidt has trained national and international teams of researchers in ESM study design, administration and analysis.
List of Tables and Figures Foreword Series Preface to Classroom Insights Preface Acknowledgments About the Authors 1. Introduction: Motivation to Learn Science The SciMo Project How Time Was Used in Classrooms The Student Perspective on High-School Science Classes Gender Differences in Student Motivation and Perspective The Experience of Boys and Girls in Science Gender and Teacher-Student Interaction The Importance of Promoting Gender Equity in Science What Resources Can Science Teachers Use to Get More Background Information? 2. Value What Does it Mean to Value Science? Why Is Valuing Science Important? What Have Researchers Discovered About Valuing Science in Classrooms? How Can Teachers Foster Value? What Resources Can Science Teachers Use to Promote Value? 3. Affiliation What Do Classroom Social Relationships Include in High School? Why Are Classroom Social Relationships Important? What Have Researchers Discovered About Classroom Relationships in Science? How Can Teachers Build Positive Relationships With and Among Their Students? What Resources Can Science Teachers Use to Understand and Build Positive Relationships? 4. Autonomy What is Autonomy? Why is Autonomy Important? What Have Researchers Discovered About Autonomy in Science Classrooms? How Can Teachers Foster Autonomy? What Resources Are Available to Science Teachers for Promoting Student Autonomy? 5. Confidence What Does Having Confidence for Science Mean? Why Is Confidence Important? What Have Researchers Discovered About Confidence? How Can Teachers Build Student Confidence? What Resources Can Science Teachers Use to Promote Confidence? 6. Success Defining the Motivational Concept of Success Why is Success an Important Motivational Concept? What Have Researchers Discovered About Success in Science Classrooms? How Can Teachers Promote Student Success and Encourage Motivating Attributions? What Resources Can Science Teachers Use to Promote Success? 7. Goal Orientation What is Goal Orientation? Why is Goal Orientation Important? What Have Researchers Discovered About Goals in Science Classrooms? How Can Teachers Apply Goal Theory? What Resources Can Science Teachers Use to Foster Adaptive Goal Orientations? 8. Ability Beliefs What Are Ability Beliefs? Why Are Ability Beliefs Important? What Have Researchers Discovered About Ability Beliefs in Science Classrooms? How Can Teachers Foster Ability Beliefs Conducive to Success in Science? What Resources Can Science Teachers Use to Understand and Promote Growth Mindset, and Reduce Stereotype Threat? 9. Challenge What is Challenge? Why is Challenge Important? What Have Researchers Discovered About Challenge in Science Classrooms? How Can Teachers Provide Appropriate Challenges for their Students? What Resources Can Science Teachers Use to Promote Positive Challenge? 10. Emotion What Emotions Are Likely to Impact Motivation in Science? Why Are Student Emotions Important for High School Science Teachers to Consider? What Have Researchers Discovered About Student Emotion in Science Class? How Can Teachers Enhance Enjoyment and Teach Coping Skills? What Resources Can Science Teachers Use to Promote Enjoyment and Decrease Anxiety? Appendix Methodology of the SciMo Study References Index