Motivation in the Science Classroom: Through a Lens of Equity and Social Justice

  • Melody L. Russell


It is imperative that science teacher educators address strategies for motivating and enhancing the participation of traditionally underrepresented students in the STEM pipeline. Unfortunately, although there is a vast amount of research and literature on motivation in education, there are still gaps in the literature relative to motivating students from traditionally underrepresented and marginalized groups to participate in science. In an increasingly technological and global society, it is essential to address strategies that promote equity and social justice in science teaching in an effort to increase the achievement of students from traditionally underrepresented and marginalized groups in science, technology, engineering, and mathematics (STEM) areas. This chapter outlines effective strategies for motivating students in the science classroom.


Science Classroom Student Motivation Science Teacher Educator Underrepresented Group Science Learning Experience 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Curriculum and Teaching, College of EducationAuburn UniversityAuburnUSA

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