Going Beyond The “Whoa! That’s Cool!” Of Inquiry: Achieving Science Interest And Learning With The ICAN Intervention
Document Type
Book Chapter
Publication Date
2014
Published In
Motivational Interventions
Series Title
Advances In Motivation And Achievement
Abstract
Purpose: This paper describes studies of the ICAN Intervention and their implications. Design/methodology/approach: We adapted the ICAN intervention to support the science interest and learning of at-risk, middle-school-age youth, who were participants in entry-level, out-of-school, inquiry-informed, science workshops. The intervention is a brief ungraded writing assignment that is integrated into science activities on a daily basis in order to encourage workshop participants to reflect on science: what participants understand, the skills they have acquired, and what they still want to figure out. Findings: Findings indicate that the use of the ICAN Intervention in science inquiry supports the development of science interest and science problem solving that is sustained 5 weeks following the workshop. Moreover, participants who write more responses to the ICAN probes are more likely to evidence changes in science learning, regardless of their initial level of interest in science. Participants with less-developed and with more-developed science interest at the beginning of the workshop all progress. The findings further suggest that when the intervention is coupled with an inquiry-informed integrated science, technology, engineering, and mathematics (iSTEM) curriculum, it provides an additional boost for the development of science interest and learning. Originality/value: The ICAN Intervention as adapted provides a solution to questions raised about whether inquiry-based instruction can promote learning. Our findings indicate that it can. Our findings also demonstrate that when undertaken in a concept and idea-rich environment, the structure of a motivation-based intervention is open-ended enough that all participants will progress, continuing to develop their interest and their learning of disciplinary content.
Keywords
Interest, intervention, inquiry method, reflection, science education
Published By
Emerald Group
Editor(s)
S. A. Karabenick And T. C. Urdan
Recommended Citation
K. Ann Renninger; Lily C. Austin , '15; Jessica Erin Bachrach , '06; Alpha Q. Chau , '16; Melissa S. Emmerson , '11; Brian R. King , '13; Kathryn R. Riley , '10; and Samantha J. Stevens , '15.
(2014).
"Going Beyond The “Whoa! That’s Cool!” Of Inquiry: Achieving Science Interest And Learning With The ICAN Intervention".
Motivational Interventions.
Volume 18,
107-138.
DOI: 10.1108/S0749-742320140000018003
https://works.swarthmore.edu/fac-education/114