VALUE By ponsulak, freedigitalphotos.netponsulak By dan, freedigitalphotos.net By vectorolie,freedigitalphotos.netvectorolie By Matt Banks,freedigitalphotos.netMatt.

VALUE

By ponsulak, freedigitalphotos.net

By dan, freedigitalphotos.net

By vectorolie,freedigitalphotos.net

By Matt Banks,freedigitalphotos.net

By Photokanok,freedigitalphotos.net

By tungphoto,,freedigitalphotos.net

By digidreamgrafix,freedigitalphotos.net

By pakorn,freedigitalphotos.net

WHAT DOES IT MEAN TO VALUE SCIENCE?

1. Intrinsic Value Situational & Personal interest

2. Utility Value Relevance

3. Attainment Value Identity.

4. Cost ValueWeighing against alternatives.

In general, how many of your students: Have personal Interest in science?See relevance of science?Identify with or see self as a scientist (or serious student)?Worth the effort?

REVIEW: FINDINGS ABOUT VALUE

Most Adolescent Students see little value in science Science interest declines with age Students often fail to see relevance Girls may see less value than boys -- Beliefs about task

relevance and ability interact, especially for girls

BUT: Teachers missed many opportunities to promote relevance, especially in lab and we observed many missed opportunities to promote value

MOTIVATION IS A STATE NOT A TRAIT

These are field notes that we took recently in two diff erent teacher’s science classes. Read through these descriptions looking for instances of utility and other types of task value.

Underline statements that indicate teacher/student focus on value

Asterisk any statements you want to discuss

VALUEACTIVITY: COMPARING TWO

TEACHERS

Utility ValueCareerEducation (future both long

and short/other classes)Daily needs (e.g. food) or

personal health, hygieneSolving problems outside

schoolExplains local/regional

phenomenaCurrent event or news

story Social relationships.

Other Types

Attainment Value: confirms identity/self perception

Cost: worth doing or not depending on what it “costs” for benefits.

Intrinsic: Refer to Students’ Interests (e.g. sport, activity, favorite thing)

VALUE

Personal Interest (individual)How do you and how can you learn about your students’ interests?

Sparking Situational Interest Teacher Enthusiasm! Sharing YOUR interests Making learning meaningful and valuable

INTEREST AND ENGAGEMENT

By Ambro,freedigitalphotos.net

KROMKRATHOG,freedigitalphotos.net

Should school be fun?or meaningful?

MEANINGFUL WORK: VALUED BY STUDENTS

By David Castillo Dominici,freedigitalphotos.net

Use analogy and common materials

Share your examples

http://www.spark101.org/science/

CONNECTING CONTENT TO LIFE

Tell stories about how the topic mattered

Your examples?

STORY TELLING

Why do PBL?

PBL Process and PBL resources

PROBLEM BASED LEARNING

Provide information about careers to explore (Eteams website)

Alert them (e.g. on webpage) about upcoming television shows and local places or events at community venues pertaining to your curriculum.

Engage them, too!

PARENTS

Value As a Motivator for Science

PLANNING TIME

PRACTICAL SUGGESTIONS & RESOURCES: VALUE

Model enthusiasm (rekindle your interest/passion)

Associate content being studied with individuals’ interests (sports, food). Need to learn about them.

Connect content to everyday life or other school subjects

Use analogy and common materials,Tell stories about how the topic matteredUse inquiry and PBLInvolve parents: as reporters, to explore careers,

& pique their interest.