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Abstract Detail


Teaching Section

Scogin, Stephen [1].

Increasing Student Motivation and Engagement in Science.

The number of K-12 students who feel disconnected from classroom science is increasing. As a result, fewer college and career-aged students are choosing vocations in STEM fields. Because of poor classroom experiences in science, students often get the impression that careers in science are extremely boring and unfulfilling. PlantingScience provides a technology-enhanced, inquiry-based format for junior and high school classroom science that is making a difference in student attitudes towards science. PlantingScience engages students in a genuine science experience by utilizing live plants in the classroom and linking students with practicing scientists in an authentic online mentorship. Results indicate that students complete a PlantingScience unit with more positive views about plants and an increase in enthusiasm for science. A study of three teachers who implemented PlantingScience in the Fall of 2011 reveals that the mentor relationship provides students with the competence and confidence they need to productively engage in classroom science. In addition, the open-endedness of the inquiry format empowers students, giving them the autonomy and relatedness necessary to foster self-determination in learning.

Broader Impacts:


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1 - Texas A&M University, Teaching, Learning, And Culture, College of Education & Human Development, Mail Stop 4232, College Station, TX, 77843-4232, USA

Keywords:
inquiry-based learning
motivation
engagement
education
Science Education
technology
self-determination
Mentoring.

Presentation Type: Oral Paper:Papers for Sections
Session: 27
Location: Delaware A/Hyatt
Date: Tuesday, July 10th, 2012
Time: 9:00 AM
Number: 27002
Abstract ID:560


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