Running head: Promoting Student Engagement in Science Education 1

Promoting Student Engagement in Science Education

Aubrey A. Zugibe

Towson University
Promoting Student Engagement in Science Education 2

Abstract

Creating a classroom environment where students are engaged and want to learn is every

educator’s goal. Scientific concepts are sometimes abstract and difficult to grasp, which can

cause students to become disengaged very easily. What instructional approaches best promote

student engagement in secondary science education? The approaches that best promote student

engagement in science education are (a) using contextual learning (b) integrating technology and

(c) utilizing hands-on activities. By taking abstract concepts and applying them to real-world

problems science teachers can reify concepts that are otherwise challenging to grasp. Studies

show that when students learn in authentic, real-world contexts they are more likely to take

ownership in their learning (Bruce-Davis et al., 2014; Bati, 2022). Using tools such as online

simulations, games, and hands-on lab activities allows students to take on the role of scientist

and come up with new ways to solve real scientific problems (Smetana & Bell, 2012; Ouahi et

al., 2022). Providing hands-on learning experiences such as conducting lab investigations gives

students challenges that inspire their interest in learning science and spark their engagement

(Johnston et al., 2008).

My vision for change is a proposed change to the Human Physiology and Anatomy curriculum

for Anne Arundel County Public Schools (AACPS). It includes integrating more lab

investigations, simulations, and games into the curriculum.

Keywords: secondary science education, student engagement, lab investigations,

problem-based learning, technology integration, simulations

Promoting Student Engagement in Science Education 3
Promoting Student Engagement in Science Education 4

Promoting Student Engagement in Science Education

When I was in school, I always had trouble staying engaged during class. If something

did not relate to me, I had trouble learning about it because I became easily bored and

withdrawn. I went on to find out that I have Attention Deficit Hyperactivity Disorder (ADHD).

As a teacher, I have noticed that more and more of my students have trouble staying focused on

learning content. We can blame this on increased cell phone usage, shortened attention spans, or

boring lessons, but whatever the cause is we need a solution. This led me to pose the question:

What instructional approaches best promote student engagement in secondary science

education?

I started to analyze my own lessons across subjects that I teach: Exercise Science, Human

Physiology and Anatomy, and ESOL Science (a science class for English learners). I noticed that

students are most engaged when they are doing some kind of “fun” activity or when they are

learning about something they find valuable. For example, many athletes were heavily engaged

during the Exercise Science lesson about muscle fiber types because they could relate it directly

to their own physical strengths within their body composition. Sometimes, however, it is difficult

to make abstract science concepts relatable. I thought about some more abstract concepts I have

taught in the past and tried to figure out the patterns of when students were engaged in learning

those difficult concepts. One example came to mind: protein synthesis.

To be honest, I never really understood the importance of teaching the processes of

protein synthesis to students. In 2020, when the Covid-19 pandemic hit, a real-world current

event gave a reason for teaching protein synthesis: the first RNA-based1 vaccine. To understand

1
RNA-based vaccine: The Covid-19 vaccine was the first vaccine created by injecting RNA (ribonucleic
acid) based instructions into our bodies to produce a protein that looks similar to the one found on the surface of
Covid-19. This essentially trains our body to attack the false protein without ever coming in contact with the real
one.
Promoting Student Engagement in Science Education 5

how the RNA vaccine works in our bodies, we first needed to demystify the daunting- yet

promising new technology. By understanding exactly how proteins are built from RNA

instructions, students could teach their parents and friends why the vaccine is effective and

important, and why it is not as scary as people make it out to be. From this point on I started

framing the protein synthesis lessons around the vaccine and how it works. Students took on the

role of cells producing the spike proteins from the RNA instructions that the vaccine provided.

Their challenge was to create immunity for the individual. Student interest in learning protein

synthesis had never been so high as it was after reframing this lesson.

I believe many educators across subject areas and grade levels can relate to my struggles

of trying to motivate students to want to learn certain topics. We struggle to compete for

attention with cell phones, video games, and even other students, but what if instead of fighting

this we could incorporate these things into our teaching? Technology such as cell phones and

video games can be used as powerful learning tools for students. Collaborative learning activities

such as labs and research projects promote cooperation and socialization amongst peers. These

ideas led me to develop my thesis: The approaches that best promote student engagement in

science education are (a) using contextual learning (b) integrating technology and, (c) utilizing

hands-on activities. Contextualizing instruction by using real-world current events will engage

students by challenging them to solve real world problems. Integrating technology through

gamification and simulation use can boost student engagement, motivation, and confidence.

Finally, by utilizing hands-on activities, like lab investigations, students are engaged when they

get to take on the role of scientist to solve problems. My goal is to reframe content by using

contextual learning, integrating more technology, and including more hands-on activities into the

Human Physiology and Anatomy curriculum for Anne Arundel County Public Schools.
Promoting Student Engagement in Science Education 6

Using Contextual Learning

Contextual learning is when students are taught information within real-world concepts

or by being provided with realistic scenarios. This idea directly contrasts with other methods of

teaching such as rote memorization, drill and practice, or isolated vocabulary lessons. While

there is place in education for these strategies, science topics can be abstract, which creates a

need for learning in context. Two contextual learning strategies that can boost student

engagement are problem-based learning and using real world connections within a lesson.

Problem-Based Learning

Problem-based learning is an educational strategy in which students work on solving real

problems by applying prior learning (Ackay, 2017). Problem-based learning is typically rooted in

collaboration and cooperative problem solving. Problem-based learning gives students a sense of

ownership in their learning because they often have choice over topics and problems they are

solving (Ackay, 2017). When students feel in control of their learning, they are more likely to be

engaged in the process.

Problem-based learning is an approach that allows students to take on the role of

scientists, researchers, and other professionals to understand and explore societal issues around

them. A study was conducted in which researchers analyzed how students, teachers and

administrators perceived instructional strategies used in STEM (Science, Technology,

Engineering, Mathematics) schools (Bruce-Davis et al., 2014). One of the strategies

implemented across each of the six schools was problem-based learning. Teachers and

curriculum writers took traditional curricula and revamped them to include real world issues to

solve through problem-based learning. The new curricula require students to take ownership over

their learning by designing their own experiments and studies to answer the posed questions.
Promoting Student Engagement in Science Education 7

This type of learning was received positively by the students. This study found that students who

are challenged to solve real-world problems through problem-based learning were highly

engaged in the process (Bruce-Davis et al, 2014). Several students cited that their reasons for

electing to attend a STEM school was because they wanted to learn things that were relevant to

their lives. If non-STEM schools were to implement problem-based learning, more students

would be challenged and therefore engaged in their learning.

Additionally, in a recent meta-analysis, it was concluded that problem-based learning has

a positive effect on the success and attitudes of students during online learning (Bati, 2022). The

analysis was conducted to figure out whether problem-based learning could be effective in an

online environment and how it affects students’ motivation to learn. Bati’s review included 20

research studies which surveyed or interviewed both students and teachers about their

experiences with problem-based learning in a distance learning setting. Bati found that across all

grade levels students had overall positive attitudes and perceptions toward problem-based

learning. He also found that problem-based learning increased student achievement levels and

students’ motivation to learn the material when compared to using e-books alone. If problem-

based learning increases positive student attitudes, motivation, and achievement, then problem-

based learning is an effective strategy for boosting engagement.

Real-World Scenarios

Teachers and curriculum writers can reify abstract or hard-to-relate concepts by centering

learning activities around relevant societal issues and trends. Using current events to relate

content to students’ lives on a personal level is a great way to garner engagement from students.

The anecdote included in the introduction about teaching protein synthesis through the lens of

the Covid-19 vaccine is an example of using real-world scenarios to reframe instruction.

Promoting Student Engagement in Science Education 8

The previously mentioned research study conducted by Bruce-Davis et al. showed

promising impacts of problem-based learning on the motivation and engagement of STEM

students (2014). This study also found that using questioning and discussions are effective

strategies for increasing engagement in the classroom. When the study analyzes questioning and

discussions, they are referring to asking students higher-level thinking questions to provoke

discussions amongst peers and teachers (Bruce-Davis et al., 2014). The questions asked are often

application-based, bringing in the context of content. For example, an anatomy teacher who has

just taught students about the differences between type one and type two muscles may ask

students what type of muscles are more dominant in a wrestler. The teacher would ask the

student for evidence as to why they believe their answer is true and offer other students the

chance to rebut the claim thus provoking discussion. Discussions and questioning can be used

across subject areas to boost engagement and to build a strong community. In this study, students

cited strong classroom communities and cross-curricular connections as being paramount to their

success and continued engagement (Bruce-David et al., 2014).

Trans-contextualization is an educational strategy in which students are taught about a

topic in the classroom and go on to apply it in a different, often more authentic setting. Holbrook

et al. conducted a study about the effects of contextualizing science education (2022). In this

study, researchers collected data on the perceived importance of trans-contextualization in

science, focusing on a societal application of content knowledge. A societal application of

knowledge refers to students using the content and principles they learn in the classroom to

complete projects, solve problems, or design research studies to benefit society. For example, a

student in an engineering class may take the design principles he learned and create a proposal

for park benches that can handle more weight or withstand mechanical and chemical weathering
Promoting Student Engagement in Science Education 9

caused by the elements. The participants in this study consisted of teachers, curriculum writers,

and science education researchers from various countries, and interviews were conducted via

Zoom video conferencing. Participants agreed that it is important for students to take scientific

principles taught in the classroom and apply them to societal problems and contexts to create

informed citizens (Holbrook et al., 2022). This finding directly correlates to the feedback

students gave researchers in the Bruce-Davis et al. study about how solving real-world problems

boosts engagement in STEM schools (Bruce-Davis et al., 2014).

Integrating Technology

When researching the best ways to increase student engagement in the classroom, the

topic of technology comes up a lot. Oftentimes teachers find students more engaged in their

cellphones than in the class itself. Educators have tried to fight this battle by taking them away,

banning their use, and disciplining students. Integrating these technological devices for learning,

rather than banning or discouraging them, can boost student engagement.

Gamification

Digital games in education are gaining popularity quickly as technology is becoming

more available to students. Velaora et al. conducted a research study to investigate whether

gamification promotes knowledge retention and increases student engagement in a distance

learning setting (2022). The study was conducted by administering three surveys to students

polling their motivation to learn before, and after implementing learning games and simulations

The initial survey about understanding the issues with education from the perspective of

engineering students revealed that they felt unmotivated in their engineering classes and that

their only motivation was getting a degree or a grade rather than actually caring about the

material. After researchers embedded learning games into the engineering curriculum, they
Promoting Student Engagement in Science Education 10

surveyed students twice more. Students largely answered in favor of using gamified learning

strategies to increase interest, motivation, and helpfulness in learning the new materials. Students

also indicated that they would like to see this approach integrated into other courses. Finally,

study also showed a positive correlation between implementing the games, videos and

simulations and students’ attention, relevance, confidence, and satisfaction of learning new

material. Like in the STEM school study mentioned earlier, the theme of challenging students to

increase student engagement is evident in this study. Students who participated in this study

indicated that they enjoyed the challenges they were given and found them highly motivating.

A meta-analysis about game-based learning was conducted to figure out what role game-

based learning serves in science education (Li & Tsai, 2013). The analysis concluded that using

gamified instruction in secondary schools led to increased student motivation and engagement

because it allows students to explore and engage with science at their own pace. The use of

games also supports the previous notion that students feel motivated to learn when they are

challenged (Bruce-Davis et al., 2014). This study also found that game-based learning helps

students to develop collaborative problem-solving skills, an important skill set to have-

especially in science education (Li & Tsai, 2013). From dirty-laundry basketball to playing Cool

Math games online, games have always made mundane tasks more fun and engaging.

Simulations

In science classrooms, students struggle to grasp concepts without seeing them firsthand.

Science has always been about using hands-on experiences to understand what is being taught.

There are constraints such as facilities, materials, available funding, and overall safety. A 2022

research study was conducted to gain teachers’ perspectives on how simulations are used in

science education and whether they are effective (Ouahi et al., 2022). In this study researchers
Promoting Student Engagement in Science Education 11

surveyed 114 science teachers about their use of PhET simulations in the classroom. A PhET

simulation is an online tool students use to manipulate and experiment with a particular topic.

For example, I use the projectile motion PhET in my exercise science class because it allows

students to launch different items out of a cannon at various speeds, angles, heights, etc. and see

the impacts. From this study, researchers concluded that science teachers believe simulations are

an effective strategy to use with students because they improve engagement with material,

understanding of the experimental process, and they allow students to conduct experiments that

would not be possible in a traditional classroom lab (Ouahi et al., 2022).

Simulations make it possible for students to manipulate experiments without boundaries.

They can be structured or unstructured, used to guide students through an investigation, or allow

students to play through an inquiry-style activity. When looking back at the Velaora et al. study,

they mentioned using simulations as part of their online holistic environment (2022). The study

found that learning simulations, when used as part of an online learning system, can increase

students' attention, relevance, confidence, and satisfaction of learning new material. Simulations

have a lot of similar components to gamified learning. They encourage students to play to learn

and give students challenges in order to boost engagement.

Since the Covid-19 pandemic shut down schools across the globe, there have been

numerous studies aimed at figuring out if science could be taught as effectively using distance

learning format as it can by using physical, hands-on labs. A meta-analysis of 61 studies found

that simulations are effective instructional tools when they are used to enhance instructional-

rather than replace traditional forms of instruction (Smetana & Bell, 2012). In this research

Smetana and Bell found that simulations are most effective when they:

● are used in addition to other forms of instruction,

Promoting Student Engagement in Science Education 12

● include high levels of supports/scaffolding,

● encourage students to reflect on their learning,

● encourage cognitive dissonance.

They also concluded that simulations give students independence and ownership over their

learning, allowing them to test innovative ideas and hypotheses that may not be possible with

physical lab investigations (Smetana & Bell, 2012).

Hands-On Learning Experiences

For years hands-on lab investigations have been a cornerstone of science education.

When students participate in labs, they get to physically manipulate different variables and watch

changes happen before their eyes. Hands-on experiences like labs allow students to take on the

role of scientist to explore topics they learn in class. With the ongoing technology revolution

simulations and online labs have become increasingly popular as replacements or supplements to

traditional “wet labs”. This made me wonder- are physical, in-person labs still a necessary

learning component to keep students engaged in science?

Lab Investigations

Several investigations have been published in recent years comparing virtual labs to

physical labs to analyze the benefits of each and determine if one is better than the other.

Research supports the conclusion that there is a need for both virtual and physical labs in science

education and the best learning occurs using a combination of approaches.

In a 2008 study, researchers conducted a study to gain student perspectives on how useful

they found using physical lab spaces in their anatomy and physiology courses (Johnston et al.,

2008). The study surveyed 104 anatomy and physiology students in an Australian university. The

survey consisted of 20 questions evaluating the importance of hands-on lab experiences to

Promoting Student Engagement in Science Education 13

understanding course content. The results of this study revealed that students overwhelmingly

supported the use of hands-on labs for anatomy and physiology. They stated that it added to the

information presented in traditional lectures by helping them better understand it and gather

further information from experimentation. Completing hands-on investigations allows students to

“engage with, understand, and then apply knowledge acquired in alternative contexts” (Johnston

et al., 2008, p. 420). Students indicated that they enjoyed performing real clinical tests because

they felt more engaged in learning and could directly relate their learning to careers they planned

to pursue.

A research study was conducted to determine how different lab environments influence

students’ attitudes toward learning science (Kapici et al., 2020). In this study 143 seventh graders

were divided into groups: one group completed all parts virtually, one group completed them all

in a hands-on lab, and two groups had different combinations of both virtual and hands-on

completion of the labs. In addition to pre- and post-experiment questionnaires, researchers

conducted follow-up interviews with nine of the students about their learning experiences. From

this study researchers learned that lab experiences- both virtual and hands-on- improve student

attitudes toward learning science. Results from comparing the pre- and post-tests suggested

students in each of the groups had a positive growth of their attitudes toward learning science

after doing the experiments. When researchers compared student preference- virtual to hands-on

labs they found that slightly more than half of students preferred virtual labs. Students who

preferred virtual labs cited ease of use and expanded opportunities, while students who preferred

hand-on labs enjoyed the authentic interactions with physical materials. Overall, this study

supports the need for both virtual and physical lab investigations in science education. Although

hands-on and virtual labs come with their own unique capabilities and limitations, they are both
Promoting Student Engagement in Science Education 14

shown to increase student attitudes and engagement in science classrooms.

Vision for Change

It is clear that student engagement is increased when students learn (a) using contextual

learning (b) integrating technology and (c) utilizing hands-on activities. To use this research to

affect change, I propose curricular reform to incorporate more of these strategies in the AACPS

Human Anatomy and Physiology curriculum. The current curriculum utilizes all these strategies

in some capacity, but there is a lot of room for improvement. Some lessons are very text-heavy

and do not take advantage of a variety of hands-on learning resources, while others are abstract

topics that can be more easily understood using contextual learning through real-world scenarios.

My qualifications as a county curriculum writer give me unique insight into how to feasibly

integrate these strategies to improve the curriculum.

In Anne Arundel County Public Schools, Human Anatomy and Physiology is a

semesterized high school course comprised of two units to be taught over two quarters. The units

do not have cohesive themes, and each overviews different body systems. The major topics

taught in each unit are depicted in the chart below:

Table 1

Overview of AACPS Human Anatomy and Physiology Curriculum Units

Unit 1: Moving Right Along Unit 2: What Goes in Must Come Out

Anatomical Terms Cardiovascular System:

● Blood
Homeostasis ● Blood Typing
● Cardiovascular System
Body Tissues ● Blood Vessels
● Blood Pressure Lab
Integumentary System

Skeletal System Lymphatic System

Muscular System Immune System

Promoting Student Engagement in Science Education 15

Nervous System: Respiratory System

● Brain
● Central Nervous System & Peripheral Digestive System
Nervous System
Enzymes

Endocrine System Nutrients

Reproductive System Final Review

Note. Adapted from Curriculum Alignment Guide: Human Anatomy and Physiology by Anne

Arundel County Public Schools, 2023.

Each unit covers one body system in more detail than the others. Unit one has a mini unit

about the nervous system, while unit two has a mini unit about the cardiovascular system. For

this project I will focus my unit changes on the cardiovascular system mini unit.

The table below describes each lesson in the cardiovascular system mini unit as it is

currently written along with my proposed changes. This particular unit is one of the more

engaging ones, but there is still a lot of room for improvement. The changes I have proposed for

this mini unit include adding contextual learning such as problem-based learning, technology

integration such as games and simulations, and hands-on learning experiences such as physical

lab activities. Some lessons are already more well-developed than others that need more changes.

Table 2

Proposed Changes to the Cardiovascular System Mini Unit Based on Prior Research

Lesson Topic Overview of Lesson & Sequence Proposed Changes

Blood: In this lesson students learn about the This lesson provides the foundational knowledge of
Functions & various components that make up basic blood components and functions that will be
Components blood. useful to help students in future lab activities in the
unit.
1. Watch a video about blood
functions and components To improve this lesson, I would have students use a
and take notes. different, more engaging instructional video to take
notes about blood functions and components. I would
2. Read an article about the use textbook pages as an optional resource, but I
importance of blood. would not make them a separate requirement to avoid
Promoting Student Engagement in Science Education
Lesson Topic Overview of Lesson & Sequence
3. Read textbook pages about
different components of
blood.
4. Create a poster about blood
components.
In this lesson students learn how
blood types are determined and the
importance of identifying blood types.
1. Watch a video on blood the
four blood groups and what
determines them.
2. Review PowerPoint slides
about how scientists
Blood Typing determine blood types and
discuss the importance of
blood typing.
3. Complete the blood typing
lab.
In this lesson students learn about the
functions of the cardiovascular system
and explore its anatomical features.
1. Watch a video about the
functions of the
cardiovascular system.
Cardiovascular
System 2. View an interactive
simulation of the heart and
use it to construct a diagram
of the heart’s anatomy.
3. Complete a virtual or hands-
on dissection of a sheep’s
heart.
2
https://www.humanbiomedia.org/hematocrit-lab-simulation/
16
Proposed Changes
redundancy.
With the time freed up by cutting out redundant
instruction I would have students explore Human Bio
Media’s simulation of the Hematocrit Lab Test.2 The
simulation provides background information on blood
components and different medical conditions that
testing for Hematocrit levels can identify. The
simulation also gives a sample case study of a patient
being tested and allows the user to click interactive
components to simulate testing procedures and
interpret results.
This lesson does a great job of tying in contextual
learning by giving background information on why
blood typing is so important. For example, if someone
receives the wrong type of blood transfusion, it could
cause their own immune systems to attack the foreign
antigens and result in death.
This lab has also been successful at engaging students,
but it could be even better. I would change the lab by
adding contextual learning that was introduced at the
start of the lesson. Instead of just having students
identify the blood types, I would add in a problem-
based learning component by introducing a scenario
about needing to find the proper blood donor match to
save someone’s life.
Another idea for adding in problem-based learning
would be to bring in a forensic science lens. This
could be done by re-contextualizing the lab to be about
identifying and ruling out suspects at a crime scene by
identifying their blood types.
Honestly, this lesson is already exemplary of what I
would like to see changed about some of the other
lessons in the curriculum to make them more
engaging. It contains simulations, the option or online
or hands-on lab dissections, and it even contains
instructional videos.
To make this lesson content more relevant for
students, it would be beneficial to contextualize
learning. Teachers could achieve this by discussing
cardiovascular diseases and disorders and relating
them back to the parts and overall functioning of the
heart and cardiovascular system. This learning context
could also be continued into the next two lessons
which discuss blood vessels and blood pressure.
Promoting Student Engagement in Science Education
Lesson Topic Overview of Lesson & Sequence
In this lesson students will learn about
the three types of blood vessels: veins,
arteries, and capillaries, and how they
transport substances throughout our
bodies.
1. Students watch two videos:
a. Arteries vs. Veins
b. Capillaries
2. Students read textbook pages
and research blood vessel
types and functions and
create a poster with their
research.
3. Students write a story about
Blood Vessels a day in the life of a red
blood cell.
Blood Pressure In this lesson students learn how to
& Pulse take blood pressure and pulse. They
also learn how several factors can
influence these measurements.
1. Teacher demonstrates how
to use a sphygmomanometer
to measure blood pressure.
2. Students use
sphygmomanometers to
practice taking each other’s
blood pressure.
3. Students complete the eMind
3
https://www.edumedia-sciences.com/en/media/110-artery
17
Proposed Changes
This lesson keeps with the flow of starting with a
video to introduce content. However, the rest of the
lesson is completely text-based with no interactive
components.
For the instructional delivery I would keep the videos
in the beginning to gain students’ attention and follow
it up with either textbook research or a lecture
presentation. To increase engagement either before or
during the instructional delivery I would add
contextual examples of how the content applies to
students’ lives (see in-depth lesson plan below).
After students have gained a brief background on
blood vessels and how they work, I would introduce
the Artery Interactive3 simulation from eduMedia
(2018). This simulation allows students to see how
blood flows through arteries in various conditions:
normal, clogged arteries, with a balloon angioplasty,
and with a stent implantation. In addition to an
interactive visual the simulation also provides
additional information about these different conditions
and how they affect arteries and blood flow to provide
additional context.
Finally, instead of having students write a story about
a blood cell, I would have students draw a map
showing where a red blood cell would travel through
the arteries, veins, and capillaries. I would have them
add captions to the map to annotate what is happening
at each place the blood travels. This adds a visual
component to the story idea to connect back to
understanding the anatomy (structures) of the
cardiovascular system since most of the lesson already
focuses on the physiology (processes).
From my experience, it is helpful to augment the
blood pressure demonstration with a video. Having a
professional registered nurse teach students how to
take blood pressure helps students see the skill in
action. It also allows for zooming in on features such
as the pressure gauge on the instrument so the whole
class can see at once. During the video demonstration,
I like to pause after each step and model in person
what is being done to emphasize important steps. At
the conclusion of the video, I like to do my own
demonstration modeled after the video.
The blood pressure lab gives students hands-on
practice taking blood pressure- a skill they will use if
they pursue a career in anatomy and physiology. One
Promoting Student Engagement in Science Education 18

Lesson Topic Overview of Lesson & Sequence Proposed Changes

Simulation: Frog Heart Rate
Lab4 to test how different
substances such as nicotine,
THC, alcohol, and cocaine
affect the frog’s heart rate.
4. Students complete a journal
write: Explain how a specific
factor impacts blood
pressure and heart rate in an
individual. Use data from
the lab investigation to
support your answer.
thing I would add to the lab activity to make it more
like the outside world is introducing an automatic
pressure cuff. These cuffs are used daily by healthcare
providers and are used in place of taking blood
pressure manually most of the time. Allowing students
to practice taking pressure with an automatic cuff also
allows for students to compare the accuracy of their
manual blood pressure recordings.
It is important to loop back in real-world connections
to this lesson. I would do this by having students
reflect after the lab about their experiences taking
blood pressure and what they know about factors that
affect it. Finally, students could go a step further by
researching conditions and risk factors associated with
high blood pressure. They can use this information in
their journal write at the end of the lesson.

I would leave the rest of the lesson as is. The virtual

lab has proven to be very engaging for students in the
past, and the journal write is a great way to wrap up
the lesson.

The following are resources that I have found to incorporate as extensions of the lessons in the
unit above or replacements for other activities:

This game allows users to explore the cardiovascular

Bioman Bio Interactive: Respiratory
and respiratory systems by following carbon dioxide
Journey5
as it makes its way out of the body.

This simulation allows users to trace the path of blood

Additional throughout the circulatory system. It also allows the
ExploreLearning Gizmos:
Resources user to take blood samples from the heart and different
Circulatory System6
blood vessels to analyze and compare oxygen and
carbon dioxide levels, blood sugar and urea.

eMind Software:7
Expandable Mind Software is a platform that offers
Frog Circulatory System
virtual dissections for users. The dissections are self-
Cat Cardiorespiratory System
guided and allow students to explore the anatomy and
Pig Cardiorespiratory System
physiology of various body systems within animals.
Pig Heart Circulation

In this paper I will focus on the changes made to the Blood Vessels lesson. This lesson’s

objective is for students to distinguish between blood vessel types and their roles in the human

4
https://www.emindweb.com/frog/
5
https://biomanbio.com/HTML5GamesandLabs/Physiologygames/respiratory_journeyhtml5page.html
6
https://gizmos.explorelearning.com/find-gizmos/launch-gizmo?resourceId=662
7
https://www.emindweb.com/
Promoting Student Engagement in Science Education 19

body. The current version of this lesson opens with students watching two different videos about

blood vessels. Next, students read textbook pages and use their reading to create a poster about

blood vessel types and their functions. Finally, students write a story about a day in the life of a

blood cell.

In my new proposed lesson, I have added contextual learning and a blood vessel

simulation to make it more engaging. For the opening “hook” or engagement piece in the lesson

I chose to keep the videos to gain students’ attention. For the instructional delivery portion of the

lesson, I would create a slides presentation including the most important information for students

to know. Having students only record essential information during lectures frees up cognitive

processing for students to listen more and participate in discussions during the lecture. During

the lecture I would add contextual examples of how the content applies to students’ lives to

increase engagement and help them retain it.

For example, I would talk about how when we are cold it is an instinct for us to shrink up

into a ball or huddle together for warmth- decreasing our surface area and minimizing heat loss.

Our blood vessels similarly help us minimize heat loss through the process of vasoconstriction,

the shrinking of blood vessels. This is why when we are cold or our body is trying to conserve

heat, we look pale- such as when we have a fever.

After students have gained a brief background on blood vessels and how they work, I

would introduce the Artery Interactive simulation from eduMedia (2018). This simulation allows

students to see how blood flows through arteries in various conditions: normal, clogged arteries,

with a balloon angioplasty, and with a stent implantation. In addition to an interactive visual the

simulation also provides additional information about these different conditions and how they

affect arteries and blood flow to provide additional context.

Promoting Student Engagement in Science Education 20

Finally, instead of having students write a story about a blood cell, I would have students

draw a map showing where a red blood cell would travel through the arteries, veins, and

capillaries. I would have them add captions to the map to annotate what is happening at each

place the blood travels. This adds a visual component to the story idea to connect back to

understanding the anatomy (structures) of the cardiovascular system since most of the lesson

already focuses on the physiology (processes). In my opinion, the textbook pages from the

original lesson would serve as a great supporting resource in this activity. Students could use

them to gain additional information to add to their maps. Students would be assessed on the

accuracy of their maps and if they show understanding of the differences between blood vessels

and arteries.

Table 3

Blood Vessels Lesson Overview with Proposed Changes

Blood Vessels

Students will be able to describe the different types of vessels through which blood travels on
Objective
its journey through the body.

View the following Discovery Education videos:

Engagement 1. Capillaries8
2. Differences Between Arteries and Veins9

Review the Blood Vessels slides10. Review how smooth muscles work (previously taught in the
Instructional muscular system lesson) and apply it to blood vessels. Incorporate discussions about real
Delivery applications of vasoconstriction and vasodilation. Encourage class discussion amongst peers
and the teacher.

Exploration Explore the Artery Interactive11 simulation to see what happens to blood flow in different
conditions. Answer the following questions:

8
https://aacps.discoveryeducation.com/learn/videos/7c64f276-be3f-489f-b8cb-d62eebd20c44/?
embed=false&embed_origin=false
9
https://aacps.discoveryeducation.com/learn/videos/31f765a6-2aae-4213-866b-8ef62100fdab/?
embed=false&embed_origin=false

10
https://docs.google.com/presentation/d/1tZFnniQurKND5e404HIv22Zjfpgc8hXVJgoSKotMkf0/edit?
usp=sharing
11
https://www.edumedia-sciences.com/en/media/110-artery
Promoting Student Engagement in Science Education 21

1. How does plaque affect blood flow?

2. Describe two medical interventions for plaque buildup and how they work. How do
these interventions affect blood flow?

Create a map of the cardiovascular system. Be sure to include:

● Blood vessel labels (arteries, veins, capillaries)
● Direction of blood flow shown by arrows
Assessment
● Whether blood is oxygenated or deoxygenated in each location (consider use of color-
coding)
● Captions or annotations about what is happening in each location

Conclusion

Keeping students engaged in learning is a struggle for teachers across the globe, across

subject areas, and across grade levels. In science education we have the benefit of teaching

students how to make sense of the world around them. Promoting student engagement in the

science classroom is best achieved by using contextual learning, integrating technology, and

utilizing hands-on activities. When students understand what they are learning, why they are

learning it, and see how things work they will be more invested in their education and may even

choose to pursue future careers in the science field.

Promoting Student Engagement in Science Education 22

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