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Kaatje Kraft

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).

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Kaatje Kraft

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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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