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Bridging Geoscience Education and Psychology: Fostering Student Motivation and Engagement

Explore the connection between geoscience education and psychology to enhance student motivation and engagement. Discover strategies to increase student interest, value, and emotion towards geoscience through relevant feedback, control, and social interactions.

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Bridging Geoscience Education and Psychology: Fostering Student Motivation and Engagement

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  1. Linking the Fields of Geoscience Education to Education Psychology: How Do We Convince our Students that Geoscience is worthwhile? Kaatje Kraft (based on collaborative work with Jenefer Husman, Steve Semken, LeeAnn Srogi & Mimi Fuhrman) This project was made possible due to a sabbatical appointment from Maricopa Community College District

  2. Motivation Theory • Expectancy x Value (Wigfield & Eccles, 2000) • Increase student expectation for success • Provide opportunities for regulation of their learning process • Provide timely and relevant feedback • Provide opportunities for students to have control over their learning • Students need to value what they are learning • Task value • Utility value • Interest

  3. Emotion Theory • Positive and Negative Emotions influence student learning (Pekrun et al, 2002) • Positive activating emotions: enjoyment of learning, hope for success, and pride • Positive deactivating emotions: relief • Negative activating emotions: shame, anger, anxiety • Negative deactivating emotions: hopelessness, boredom • The environment we create in our classroom can contribute to these emotions

  4. Connection to Earth • Our expert opinion informs our appreciation of Earth’s beauty (Carlson, 2000) • Distinct to sciences that involve Earth • Part of why we do science, but not always what we reveal to our students about our discipline (Flannery, 1992)

  5. What do we do in geosciences? • Connect to places of meaning • Motivation: task value & interest • Emotion: enjoyment of learning • CtE: examine places with depth of knowledge and (sometimes) beauty • Go outdoors • Motivation: task value and interest • Emotion: enjoyment of learning • CtE: appreciate being outdoors • Visualize • Motivation: support expectancy for success, utility value • Emotion: enjoyment • CtE: photographs, images can be aesthetically pleasing both from an internal and an informed expert perspective

  6. How do we get our students to care? • Intertwine our goals: • Social Interactions--students are more likely to value what they are learning if they have opportunities to interact with their peers

  7. How do we get our students to care? • Intertwine our goals: • Future goals: make content relevant & be explicit Lifestyle Project Incorporate metacognition Provide writing assignments Encourage group work

  8. How do we get our students to care? • Model what we want to see • Thinking process • Appreciation/Values • Emotion

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