Motivating Students' STEM Learning Using Biographical Information

Abstract

Science instruction has focused on teaching students scientific content knowledge and problem-solving skills. However, even the best content instruction does not guarantee improved learning, as students’ motivation ultimately determines whether or not they will take advantage of the content. The goal of our instruction is to address the “leaky STEM pipeline” problem and retain more students in STEM fields. We designed a struggle-oriented instruction that tells stories about how even the greatest scientists struggled and failed prior to their discoveries. We describe how we have gone about designing this instruction to increase students’ motivation and better prepare them to interact and engage with content knowledge. We first discuss why we took this struggle-oriented approach to instruction by delineating the limitations of content-focused science instruction, especially from a motivational standpoint. Second, we detail how we designed and implemented this instruction in schools, outlining the factors that influenced our decisions under specific situational constraints. Finally, we discuss implications for future designers interested in utilizing this approach to instruction.

Science Interest, Utility, Self-Efficacy, Identity, and Science Achievement Among High School Students: An Application of SEM Tree

“…Even though opening jobs in the STEM field are growing, a well-known leaky STEM pipeline is expanding (Ahn et al, 2016). According to the study of Ahn et al (2016), two reasons can explain this pipeline which leads to lower science achievement. First, the depersonalization of science content does not satisfy the need for the relatedness of students (Ryan and Deci, 2017).…”

“…According to the U.S. Bureau of Labor Statistics ( 2020 ), employment in STEM occupations is projected to increase by 8% from 2019 to 2029. Even though opening jobs in the STEM field are growing, a well-known leaky STEM pipeline is expanding (Ahn et al, 2016 ). According to the study of Ahn et al ( 2016 ), two reasons can explain this pipeline which leads to lower science achievement.…”

Anticancer mechanism of Pisangulin angulata through in silico and development as teaching material

“…Student learning motivation is very dynamic and can be increased if students find unusual behavior or rarely encountered (Moos & Honkomp, 2011;Ahn et al, 2016;Azrai et al, 2016) also visualization of concepts can also encourage students to become self-regulated learner (Maree et al, 2013;Rosamsi, et al, 2019). The use of media is also able to improve students academic abilities (Aloraini, 2010;Ristanto, 2011;Sartono et al, 2017) and participation in class (Acha et al, 2009;Ali et al, 2010;Abdullah et al, 2012).…”

More Than Growth Mindset: Individual and Interactive Links Among Socioeconomically Disadvantaged Adolescents’ Ability Mindsets, Metacognitive Skills, and Math Engagement

“…Unfortunately, as students-especially students from socioeconomically disadvantaged backgrounds-progress through secondary school, their math engagement tends to decline (Li & Lerner, 2011;Wang & Degol, 2014;Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006). In particular, adolescent students tend to regard math performance as rooted in aptitude and inherited ability rather than hard work, effort, and persistence (Ahn et al, 2016). The belief that performing well in math requires exceptional innate ability is de-motivating and may contribute to decreases in student engagement in math learning over time (Fredricks et al, 2016).Given the role of engagement in maintaining students' pursuits of learning math, this study aims to understand the underlying individual and psychosocial factors that predict math engagement over time.…”