1. VALUE By ponsulak, freedigitalphotos.netponsulak By dan, freedigitalphotos.net By vectorolie,freedigitalphotos.netvectorolie By Matt Banks,freedigitalphotos.netMatt Banks By Photokanok,freedigitalphotos.netPhotokanok By tungphoto,,freedigitalphotos.nettungphoto By digidreamgrafix,freedigitalphotos.netdigidreamgrafix By pakorn,freedigitalphotos.netpakorn

2. 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?

3. 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

4. MOTIVATION IS A STATE NOT A TRAIT

5. These are field notes that we took recently in two different 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 VALUE ACTIVITY: COMPARING TWO TEACHERS

6. Utility Value  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. 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

7.  Personal Interest (individual) How do you and how can you learn about your students’ interests?learn aboutstudents’  Sparking Situational InterestSituational Interest  Teacher Enthusiasm!  Sharing YOUR interestsYOUR interests  Making learning meaningful and valuable INTEREST AND ENGAGEMENT By Ambro,freedigitalphotos.netAmbro KROMKRATHOG,freedigitalphotos.net

8. Should school be fun? or meaningful? MEANINGFUL WORK: VALUED BY STUDENTS By David Castillo Dominici,freedigitalphotos.netDavid Castillo Dominici

9. Use analogy and common materialscommon materials Share your examples http://www.spark101.org/science/ CONNECTING CONTENT TO LIFE

10. Tell stories Tell stories about how the topic matteredhow the topic mattered Your examples? STORY TELLING

11. Why do PBLWhy do PBL?  PBL Process and PBL resources PBL Process andPBL PROBLEM BASED LEARNING

12.  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! Engage PARENTS

13. Value As a Motivator for Science PLANNING TIME

14. 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.