"Motivating Children to Want to Learn More about Science"

Excerpts from a discussion on the important role the recreation industry can play in promoting science learning for children.
written by
members of the H-A-P-P-Y!!! Science S.A.C.K. development team with guest contributors

"We have to change our culture to one that believes it's really important to have a population that is well-educated in math and science." Maria Klawe, President of Harvey Mudd College in Claremont California and former Dean of Princeton University's Engineering School.

I. Statement of Need

The United States needs innovative approaches to motivate children to want to learn more about science.

Rapid science and engineering advancement is absolutely crucial to ensure America's economic growth and national security. In the next 10 years, the demand for U.S. scientists and engineeers is expected to increase at a rate four times that of other occupations, with 15 of the 20 fastest growing occupations projected through 2010 requiring substantial mathematics and science preparation (International Society for Optical Engineering, 2006).

This is not a gender issue. Boys are turning away from science as much as girls (Business Week, 2005). According to the National Assessment Governing Board, more than 50% of U.S. students don't take any science in the 12th grade, and those who take a science class in 12th grade rank below the average of their international counterparts (Third International Math and Science Study). Fewer than one-third of U.S. 4th grade and 8th grade students performed at or above a level called "proficiency" which is defined as the ability to exhibit competence with challenging subject matter. In Germany, 36% of undergraduates receive their degrees in science and engineering. In China, the figure is 59% and in Japan 66%. In the United States, the corresponding figure is 32% (National Academy of Sciences).

This is not just a problem for our educational system. It should be the concern of every industry because this decline dramatically impacts our future in so many ways. Engaging other industries is essential.

The fact is, we need to understand not only how children come to know science, but what motivates children to engage in science learning. Children, like adults, must set goals, plan, choose good mental strategies, and reflect upon their thinking and knowing as they go about the business of learning. Earlier developmental research suggested that children lacked strategic competence and the ability to reflect upon and regulate their own thinking and learning (metacognition). However, subsequent research has shown that even young children can be taught to select and use good learning strategies and to regulate their own learning. An excellent review of the developmental literature by Metz (1995) suggests that children are capable of fairly complex and abstract reasoning, especially in appropriately supportive instructional contexts. She argues that current science curricula are often based on outdated developmental research that seriously underestimates children's capacity to learn challenging science concepts.

II. Extending Formal Learning through Informal Learning Experiences

Formal science learning by its very nature often places boundaries around science learning. For example, science instruction often overemphasizes facts and neglects models and core principles (American Association for the Advancement of Science, 1999; National Research Council, 1996); yet, research shows that expert knowledge seems to be organized around the "big ideas" or core principles of a discipline. Research on the nature of expertise has led science educators to belive that science curricula should also be organized in ways that lead to conceptual understanding. Time contraints within the formal classroom setting often limit the necessary critical thinking, problem solving, and conceptualizing of information through discussion and processed thinking that can enhance learning and influence student interest and motivation to learn.

According to Greenfield and Lave (1982), informal science is set apart from formal science through learning embedded in daily life activities. Informal learning is said to complement, deepen and enhance formal learning in a connection that is important to accurately learn science (NSTA, 1999). Findings show that out-of-school activities and learning environments are linked to motivation and success in the classroom (Gottfried, Fleming & Gottfried, 1998). Informal learning settings have been found to: 1) benefit youth and adults with different learning styles and levels of intelligence; 2) offer supplementary alternatives to science study for non-traditional and second language learners; 3) provide an effective means for parents and other care providers to share moments of intellectual curiosity and time with their children; and 4) increase the amount of time participants can be engaged in a project or topic (NSTA, 2004). Research shows that school achievement is optimal when schools, homes, and communities all contribute to student ability, willingness, and opportunities to invest in education (United States Department of Education, 1994). This points to the need to provide informal educators, youth-serving professionals and parents with the resources need to promote science learning, and to engage youth in meaningful and fun science learning experiences outside the formal classroom environment.

III. The Role of Parental Involvement

Parents nominally control 87% of a student's waking time (Walberg, H.J. 1984). Walberg cites a synthesis of 2,575 empirical studies on learning showing that parents directly and indirectly influence eight central determinants of cognitive affect and behavioral learning. Parents are thought to directly influence four derterminants: a) student ability, b) student motivation c) quality of instruction, and d) amount of instruction; and indirectly support the a) psychological climate in the classroom, b) an academically stimulating home environment, c) a peer group with academic interests, goals, and activities, and d) minimum exposure to televsion and electronic devices. Almost all parents are involved some way with their children's learning at home, yet parents report that they would be more involved if given specific directions (Epstein, J.L. 1987).

Parents who engage in learning with and without their children encourage positive attitudes about learning that influence children's positive attitudes about learning (Clard, R.M. 1990). Yet, science can be an intimidating subject for parents. This is especially true if the parent had a negative science experience somewhere along the road in their own academic pursuits. Cotton and Eikelund (2001) report that the most effective form of parent involvements actively engages parents directly in children's learning at home. Providing parents with the guided resources to support home learning through play can help parents motivate their children to want to learn more about science.

III. Link to Motivation

This connection is important to accurately learn science (NSTA, 1999) and is linked to motivation and success in the classroom (Gottfried, Fleming & Gottfied, 1998). Informal learning settings have been found to: 1) benefit youth and adults with different learning styles and levels of intelligence; 2) offer supplementary alternatives to traditional science study; 3)provide an effective means for parents and other adults to share moments of intellectual curiosity and time with their children; and 4) increase the amount of time participants can be engaged in a project or topic (NSTA, 2004). The outcomes of informal learning experiences include a better understanding of concepts, topics, processes, and thinking in scientific and tecnical disciplines (NSF, 2004).

Research on learning and teaching suggests a variety of curricular strategies to foster and encourage early science learning. Project based experiential learning (PBL) can counteract shortcomings of conventional science instruction and encourage children to engage in deep, sustained thinking and learning about big ideas in science. PBL engages children in guided projects that require lengthy research using multiple sources of information. The nature of PBL increases motivation, problem-solving ability, research skills, collaboration, and resource-management skills (Wiburg & Carter, 1994). Constructivist learning theory suggests hands-on experiential learning helps children understand new ideas (Lumpe & Oliver, 1991).

Children need to be motivated in a relevant way to understand that science helps explain things and solves problems. Understanding science helps solve every day problems and worldwide global problems. Basic knowledge of core scientific principles contributes to a lifetime of application to the world around us. Such information, in general, can help make our children better citizens regardless of what field they choose to study.

Environmental protection, the food chain, oxidation, carcinogens, drugs, clean water, weather, gravity, levers, force, etc. are fundamental topics that help us better understand our world. Methodologies such as observation and critical thinking can help develop awareness and focus. Comparative exercises using control and test groups lay a foundation for scientific thinking. Learning to develop theoretical possibilities is a skill that can be used throughout a lifetime in many disciplines.

IV. Obesity

There is no shortage of documentation on the trend of increased obesity. In 1993, no state had obesity prevalence above 20%. By 2003, four states were over 25%. For example, Indiana is one of the four states leading in the overall percentage of obesity prevalence. (A Nation at Risk: Obesity in the United States). According to the Centers for Disease Control and Prevention, Indiana has seen a recent decline in cases of overweight children and is currently 2% below the national average (Child Obesity in Indiana, 2005). But, the number is still high and continues to pose a threat to the health of students. Inactivity is a significant contributor. For those who can afford it, activities outside the classroom are increasingly spent on technology-based entertainment which is often associated with sedentary activities. Science itself is often taught as a sedetary activity.

V. The Image of Science

The image of science is changing, but perhaps it is not changing quickly enough to attract more young people. Using Einstein as the face of science may no longer be a relevant image for young girls and boys, yet it is still frequently used. The image of science wth white lab coats, gloves and goggles is prevalent. Science has a more intimidating image than sports, music or art. Science at school is associated with scary things like tests, evaluations and grades. Weird science has grown in popularity, but programs are focused on gross concoctions and flashy displays. Television shows like CSI spark interest in science in a more relevant way but introduce violence. Science shows for children are available on television but they are often not advertised and are aired on satellite and cable channels which are only available to those that can afford it. The image of science across our nation could use a face lift.

II. The Recreation Industry

The recreation industry is well positioned to take a leading and significant role in motivating children to want to learn more about science.

The recreation industry reaches millions of children in the U.S. and is very successful in the area of sports and fitness followed by music and art. Adding science more prevalently is a natural extension because the infrastructure that reaches many of these children is already in place. By developing and implementing innovative new programs specifically designed for the recreation industry, a broad base of socioeconomic diverse children can inexpensively be exposed to scientific concepts and methodologies in science by participating in hands-on, relative, physically active, team based, fun games and activities in an informal setting.

Many good recreational activities are available that are centered on physical activity. A recreational science program can incorporate a good physical workout through science games. A well developed science program can offer an alternative for parents looking for physical activities for their children other than sports.

The recreation industry has the opportunity to significantly change the image of science and associate science learning with a less intimidating view, not just for brainiacs, not just for boys, not just for flashy displays, and not with a visual of an old man with wild hair. The recreation industry can change the image with fun, teamwork, inclusive games that break down complex concepts into "big ideas", support our educational institutions by using relevant and real world activities and by offering rigorous physical activity and healthy team competition.

Our initial findings suggest five primary barriers facing recreational organizations that are a deterrent to developing and widely implementing such recreational science programs.

1. Expertise: Expertise may not be readily available. An organization may or may not have a volunteer scientist available and most recreational organizations don't employ scientists. To break down this barrier, the industry needs more products that motivate children on big concepts and can be taught successfully by any recreation leader or parent with any educational background.

2. Cost: Laboratories and science materials are costly. The traditional form of some science education has been through a laboratory. A laboratory is not a realistic budget item for organizations that need to make every dollar go for programs that serve the needs of a communitity and to reach as many children as possible. To break down this barrier, the industry needs activities and progams that use our natural surroundings as no cost, safe laboratories.

3. Safety: Packaged chemicals and storage can be dangerous. Safety is a top priority in the recreation industry and chemicals add an unnecessary risk. This barrier can be eliminated with new games and activities that use any play space, inside or outside, for science learning.

4. Image: Science is not as popular as sports, music or art and is viewed as less marketable. This barrier can be addressed through local, regional or national science ad campaigns associating fun science with recreation in the same manner used successfully by sports and fitness. Community collaborations with science oriented businesses will strenghten new images and show how science is relevant to almost every industry in a community.

5. Lack of Products: There are also very few project-based, hands-on, fun science programs designed specifically for the recreation industry in a format similar to the currently successful athletic, music and art offerings. New products need to be developed to break down the barriers, and offer equivalent formats as the successful implementations of sports, music and art.

Through partnership and innovative ideas, the recreation industry along with the commercial industry can have a significant impact; exponentially growing interest in science among yourth while simultaneously contributing to the growth of local businesses and the economic vitality of this nation.

LEARN MORE:

I. Statement of Need