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Helping Students See and Identify Purpose and Relevance in Life Sciences Courses
Dustin B Thoman1, Claudia C Sutter2, Jessi L Smith3
1San Diego State University, San Diego, CA 92120.
CBE Life Sciences Education
|August 26, 2025
Summary
Connecting science concepts to real-world applications, like disease, boosts student interest and persistence. This guide offers evidence-based strategies to create a purpose-driven science classroom culture.
Area of Science:
- Life Science Education
- Science Pedagogy
Background:
- Students often struggle to see the relevance of foundational science concepts, such as cell theory, to real-world applications like disease.
- This disconnect can hinder motivation, engagement, and persistence in introductory science courses.
Purpose of the Study:
- To provide evidence for the positive impact of teaching strategies that promote purpose and relevance in introductory science classrooms.
- To explore motivational theories explaining the importance of purpose and relevance in science learning.
- To offer evidence-based strategies for fostering a purpose-filled science classroom culture.
Main Methods:
- Review of evidence supporting teaching strategies that enhance purpose and relevance.
- Examination of motivational theories underpinning student engagement.
- Description of practical strategies for instructors to implement.
Main Results:
- Teaching strategies promoting purpose and relevance demonstrably improve student interest and persistence.
- Understanding motivational theories highlights the critical role of perceived value in science education.
- Specific strategies facilitate students' ability to draw connections and affirm the value of science content.
Conclusions:
- Infusing purpose and relevance is crucial for effective science instruction.
- Evidence-based strategies can empower instructors to cultivate a more engaging and meaningful science learning environment.
- Connecting scientific concepts to students' lives enhances their motivation and academic success.
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