Making ‘Brain Food’: converting photosynthesis into a positive learning experience through authentic instruction

Parsons, Alexandra; Heddy, Benjamin C.; Wilson, Scott; Williams, Leslie A.; Atkinson, Linda; Garn, Gregg

doi:10.1080/00219266.2019.1682640

Cited by 1 publication

(1 citation statement)

References 53 publications

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“…The use of demonstrations in science education can serve to motivate student learning by increasing interest and engagement in the science classroom from high schools to universities (Treagust & Chi‐Yan, 2014). Other strategies could include flipped classrooms, which have lowered negative emotions such as boredom (Jeong et al, 2016), or authentic 5E instruction that can reduce boredom compared to text‐based instruction (Parsons et al, 2021). Scientific activities with positive emotional responses can contribute to improving interest and participation in science (King et al, 2015; Volet et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students

et al. 2023

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Important factors in learning science include motivational variables (relevance of science learning for personal goals, self‐efficacy for learning science, and interest in a scientific career), emotional variables (boredom and enjoyment in science classes), and engagement variables (vigor, dedication, and absorption towards science studies). Data from 3034 Chilean and Spanish compulsory secondary education students was used to study the relationships between these variables, by means of a self‐report questionnaire analyzed using structural equation modeling (SEM). The model, tested for goodness of fit, showed that motivational variables predict emotions in science classes and explained 43% of boredom variance and 67% of enjoyment variance. Motivational and emotional variables explained the 73% variance in engagement toward science studies. Also seen is the essential role played by emotions that mediate between motivational variables in science learning and engagement towards science studies. When promoting engagement towards science studies, these results can be used to increase relevance of science learning to personal goals, self‐efficacy for learning science, and interest in a scientific career, besides reducing boredom, increasing enjoyment in science classes, and enhancing engagement towards science studies.

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