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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
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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
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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
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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)
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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
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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
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How do we get our students to care?
• Intertwine our goals:– Future goals: make content relevant & be explicit
Lifestyle ProjectWorkplace Skills
Communication Skills (Writing,Speaking)
Interpersonal Skills
Self-Regulation
Provide writing assignmentsProvide writing assignments
Incorporate Incorporate metacognition
Encourage group workEncourage group work
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How do we get our students to care?
• Model what we want to see– Thinking process– Appreciation/Values– Emotion