The Study
Science curriculum reform efforts have led to an increase in lessons focused on conceptual understanding, but have these changes made students more motivated to learn about science? To find out, Charles W. Anderson, an associate professor in teacher education at Michigan State University, and Okhee Lee, an associate professor in teaching and learning at the University of Miami, Coral Gables, observed two sixth grade science classrooms in two different urban, culturally diverse schools. Twelve students were selected for intensive study to determine patterns in how students learn science, based on their level of engagement.

The Findings
Four students illustrated the differences found in patterns of engagement. The first case was a student with active or "intrinsic" engagement. This student had a genuine desire to learn and understand science. He did science experiments at home and was persistent in finding answers to satisfy his curiosity. The second case was a student with ordinary motivation. She did not have any particular interest or enjoyment in science, but with support proved successful in learning with understanding science. The third case was a student who demonstrated "task avoidance" and was generally inattentive and uninvolved during class. She copied answers from other classmates, expressed little confidence in her ability to succeed and showed low achievement in her work. The fourth case represented "active task resistance," in which the student made faces behind the teacher¹s back, loud noises during instruction, refused to show her work and expressed negative feelings about her teacher. As these brief case studies illustrate, not all students are likely to benefit from improvements in science programs that provide increased opportunities for meaningful learning. The curriculum and instruction in the study were effective for those students who were willing to expend significant effort to understand science, but for students whose personal agendas were indifferent or hostile to the goal of scientific understanding, the careful attention to curriculum made little impact.

What It Means to You
No matter how tightly students¹ classroom behavior is controlled and guided by teachers and curriculum, students always retain personal control over their attention and effort. Thus effective instruction must take into consideration the dynamic interplay between students¹ personal agendas and the goals and values of the science curriculum. The success of science teaching depends on creating social bonds in which the teacher and curriculum lead the students to identify the goal of scientific understanding as their own personal goal.

More Information
Anderson, C.W. & Lee, O. (1997). Will students take advantage of opportunities for meaningful science learning? Phi Delta Kappan, 78(9), 720-724.

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