Abstract
Kuhlthau’s (1991) information search process (ISP) is widely recognized as a useful pedagogical tool that can be utilized to describe and predict student inquiry and information search processes, especially in a constructivist learning environment. One pedagogy formed directly from Kuhlthau’s ISP is Guided Inquiry Design (GID) (Kuhlthau, Caspari, & Maniotes, 2015), and this methodology is flexible enough to work in multifarious learning environments. This paper offers a model for the utilization of GID incorporating science fiction as a stimulus to STEM interest, science interest, and science literacy, incorporating elements of Self-Determination Theory (Ryan & Deci, 2017) and Flow (Shernoff, et al., 2014; Csikszentmihalyi, 1990) to drive engagement and interest level. The theories mentioned above will be combined into a new design model that incorporates GID, SDT, Flow, and Hidi and Renninger’s (2006) Four Phases of Interest Development. This new model could be used in STEM classrooms, library media centers, and other learning environments to motivate students to consider STEM career tracks, a vital need at this time since the onset of the COVID-19 pandemic.
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DuBoff, B. (2021). Incorporating Interest Development, Self-Determination Theory, and Flow into Guided Inquiry Design in STEM Environments. In: Hokanson, B., Exter, M., Grincewicz, A., Schmidt, M., Tawfik, A.A. (eds) Learning: Design, Engagement and Definition. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-85078-4_13
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