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VALUE
WHAT DOES IT MEAN TO VALUE SCIENCE?
1 . Intrinsic Value
Situational & Personal interest
2. Utility Value
Relevance
3. Attainment Value
Identity.
4. Cost Value
Weighing 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
VALUE
ACTIVIT Y: COMPARING TWO TEACHERS
These are field notes that we took recently in two dif ferent
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
VALUE
Utility Value
Other Types
 Career
 Education (future both long
and short/other classes)
 Daily needs (e.g. food) or
personal health, hygiene
 Solving problems outside
school
 Explains local/regional
phenomena
 Current event or news story
 Social relationships.
 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)
INTEREST AND ENGAGEMENT
 Personal Interest (individual)
How do you and how can you learn about your students’
interests?
KROMKRATHOG,freedigitalphotos.net
 Sparking Situational Interest
 Teacher Enthusiasm!
 Sharing YOUR interests
 Making learning meaningful and valuable
By Ambro,freedigitalphotos.net
MEANINGFUL WORK: VALUED BY STUDENTS
Should school be fun?
or meaningful?
By David Castillo Dominici,freedigitalphotos.net
CONNECTING CONTENT TO LIFE
Use analogy and common materials
Share your examples
http://www.spark101.org/science /
STORY TELLING
Tell stories about how the topic mattered
Your examples?
PROBLEM BASED LEARNING
Why do PBL?
 PBL Process and PBL resources
PARENTS
 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!
PLANNING TIME
Value As a
Motivator for
Science
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 mattered
 Use inquiry and PBL
 Involve parents: as reporters, to explore careers, &
pique their interest.