58 research outputs found
sj-docx-1-pwq-10.1177_03616843231153390 - Supplemental material for An Intersectional Application of Expectancy-Value Theory in an Undergraduate Chemistry Course
No full textSupplemental material, sj-docx-1-pwq-10.1177_03616843231153390 for An Intersectional Application of Expectancy-Value Theory in an Undergraduate Chemistry Course by Allison M. French, Nicole M. Else-Quest, Michael Asher, Dustin B. Thoman, Jessi L. Smith, Janet S. Hyde, and Judith M. Harackiewicz in Psychology of Women Quarterly</p
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Investigating Transformative Experience and Community-Engaged Learning in STEM to Bolster Student Connection, Recognition, and Application of Science Ideas
No full textThis dissertation project designed, implemented, and measured the efficacy of Transformative Experience teaching methods in Community-Engaged contexts to help students connect with and apply their scientific knowledge in their daily lives. The Transformative Experience framework connects class ideas to everyday experiences by scaffolding students’ personal connections to the science content. These connections help learners overcome emotional and motivational barriers to learning and inspire students to recognize the ways they can use science in their day-to-day lives. Community-engaged learning is a broader category of hands-on activities in which students learn how course content is related to the local community and undertake authentic practices to help serve a community goal. Both methodologies were designed to help students bridge the divide between “coursework” and “real life” that often prevents students from transferring the ideas learned in class to relevant real-world situations. This is especially important as our society increasingly must make important decisions about science-related phenomena, such as personal health choices, voting, or environmental decisions. Although these research-based teaching strategies have demonstrated efficacy in promoting students’ perceptions of their connections to course content and the application of their knowledge in the real world, they have yet to be used in tandem within the context of undergraduate education. This study fills a gap in the literature, while exploring methodologies that have been shown to promote positive student outcomes, particularly in underserved populations participating in STEM such as women, first-generation students, and minoritized groups.
Using a mixed-methods observational study approach, student surveys and written reflective assignments provided quantitative and qualitative evidence for this project. Results demonstrated that combining these methods is effective in fostering students’ recognition and application of science ideas in their daily lives. The results indicated that these methods are also fruitful in promoting personal connections. However, the project was unsuccessful in promoting social connections to the science content. The limitations for promoting social connections are discussed, with recommendations for reflection activities and hands-on activities for enhancing student engagement with the communal and social value of STEM
Fostering an Inclusively Relevant Mathematics Environment: The Case for Combining Social-Justice and Utility-Value Approaches
No full textDespite a common belief that mathematics is neutral and apolitical, a critical analysis reveals a legacy of mathematics education that has catered to the dominant (white, middle-class) culture, and served to stratify students along the lines of race, gender, socioeconomic status, and other dimensions of identity and difference. However, there is increasing awareness that mathematics education should be reformed to make it more relevant to all students’ lived experiences. In this paper we make the case for why the goal of increasing the relevance of math is closely related to (and can be achieved in service of) inclusion and equity. We discuss two very different approaches to promoting relevance in the classroom and suggest a way forward to combine those two approaches in pursuit of equity and inclusion. Specifically, we review two bodies of literature: utility-value interventions, which stem from the motivation literature and focus on personal relevance, and teaching and learning math for social justice, which stems from the critical mathematics education literature and focuses on cultural relevance. Our review suggests that these two literatures, which have been disparate in terms of their epistemological traditions, theoretical foundations, and methodological approaches, could be complementary and even synergistic in promoting inclusive math learning environments for all students
St. Francis of Assisi passion, poverty, and the man who transformed the Catholic Church
No full text"[The author] pierces the inner life of Francis, revealing his deepest passions, his unquenchable love for poverty, and his unshakable grip on the core of the Gospel. The life of Francis, so often festooned with spectacle and miracle, is in reality the story of a soul yearning for God in every moment and glimpsing His presence in all creation"--Front jacket fla
Dimensionality of the New Ecological Paradigm
No full text Dunlap and colleagues’ New Ecological Paradigm (NEP) scale is widely used and, thus, merits testing to determine whether it should be treated as one scale, a set of independent scales, or a set of correlated subscales. The authors test for all three possibilities using confirmatory factor analysis (CFA) and find that a second-order factor structure with five interrelated dimensions provides a better fit for the data than a single factor structure or five independent factors structure. Results show that, as Dunlap originally assumed, the NEP is best represented as correlated scales involving five facets. The authors recommend that future research with the NEP use CFA within a structural equation modeling approach to accurately represent the five interrelated facets structure, and if CFA is unavailable, treating the scale as five correlated subscales is preferred over treating the NEP as a single score reflecting environmental concern. </jats:p
Regulating interest socially 1 DRAFT 11/26/05 Talking about interest: Exploring the role of social interaction for regulating motivation and the interest experience
No full textconstruction Regulating interest socially 2 The Self-Regulation of Motivation Model suggests that the experience of interest is an important source of human motivation and that people often strategically regulate the experience of interest. Previous work based on this model suggests that the social context may influence this process at multiple points. The present research focuses on whether talking to others about an activity experience is one means by which individuals evaluate how interesting that activity is. In Study 1 college students completed questionnaires that asked about real life experiences where working on an activity was more interesting because they worked with others. They described experiences that occurred first in any domain, and then that occurred specifically in the school domain. Results suggested that the more students talked with others about the activity after it happened the more they reported greater interest in the activity after the conversations. In the school domain, this was especially true for Latinos and for individuals who scored higher on the Relational Self-Construal scale. Study 2 employed a lab paradigm to control for the task that individuals talked to others about and to examine whether the nature of listeners ’ reaction
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