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Informationen zum Autor Lee Shumow is Distinguished Teaching Professor of Educational Psychology at Northern Illinois University. She teaches graduate level courses in adolescent development, family and community partnerships, and research methodology in learning environments. She began her career as a classroom teacher and is dedicated to preparing preservice teachers for middle and secondary school teaching. Her recent research has been dedicated to understanding the role of families and teachers in fostering adolescents' school success. Klappentext Because motivation is the key to scientific literacyWithin every science classroom there are students waiting to be inspired. All these students need is the right motivation. That's exactly what this one-of-a kind guide will help you provide. And along the way, you'll quickly learn that the motivational tools that are most effective with adolescent boys don't always work with adolescent girls-and vice versa.Part book, part website, this resource• Details research-proven motivational constructs specific to science • Addresses gender differences that influence motivation • Describes how to make science learning relevant and enjoyable • Builds confidence, especially among girls• Offers motivational strategies that are consistent with the NGSS Zusammenfassung A one-of-a-kind guide for teachers on how to motivate and inspire students in every science class. Inhaltsverzeichnis List of Tables and Figures Foreword Series Preface to Classroom Insights Preface Acknowledgments About the Authors 1. Introduction: Motivation to Learn Science The SciMo Project How Time Was Used in Classrooms The Student Perspective on High-School Science Classes Gender Differences in Student Motivation and Perspective The Experience of Boys and Girls in Science Gender and Teacher-Student Interaction The Importance of Promoting Gender Equity in Science What Resources Can Science Teachers Use to Get More Background Information? 2. Value What Does it Mean to Value Science? Why Is Valuing Science Important? What Have Researchers Discovered About Valuing Science in Classrooms? How Can Teachers Foster Value? What Resources Can Science Teachers Use to Promote Value? 3. Affiliation What Do Classroom Social Relationships Include in High School? Why Are Classroom Social Relationships Important? What Have Researchers Discovered About Classroom Relationships in Science? How Can Teachers Build Positive Relationships With and Among Their Students? What Resources Can Science Teachers Use to Understand and Build Positive Relationships? 4. Autonomy What is Autonomy? Why is Autonomy Important? What Have Researchers Discovered About Autonomy in Science Classrooms? How Can Teachers Foster Autonomy? What Resources Are Available to Science Teachers for Promoting Student Autonomy? 5. Confidence What Does Having Confidence for Science Mean? Why Is Confidence Important? What Have Researchers Discovered About Confidence? How Can Teachers Build Student Confidence? What Resources Can Science Teachers Use to Promote Confidence? 6. Success Defining the Motivational Concept of Success Why is Success an Important Motivational Concept? What Have Researchers Discovered About Success in Science Classrooms? How Can Teachers Promote Student Success and Encourage Motivating Attributions? What Resources Can Science Teachers Use to Promote Success? 7. Goal Orientation What is Goal Orientation? Why is Goal Orientation Important? What Have Researchers Discovered About Goals in Science Classrooms? How Can Teachers Apply Goal Theory? What Resources Can Science Teachers Use to Foster Adaptive Goal Orientations? 8. Ability Beliefs What Are Ability Beliefs?
