Presentation Session I

Secondary science education frequently struggles with student disengagement, particularly within specialized tracks like Arts and Communication Academies. This qualitative case study investigates how student-teacher rapport influences intrinsic and extrinsic motivation among 10th-grade biology students. While traditional pedagogy often prioritizes content mastery, this research explores the interpersonal dynamics that drive scientific curiosity in creatively-oriented learners.
Data collection involves the thematic analysis of student journal entries and responses to a targeted motivation questionnaire. By documenting the lived experiences of students, the study seeks to identify specific relational behaviors that bridge the gap between student experiences and science learning. My research aims to establish a framework for an informed, interpersonal approach to classroom motivation. Ultimately, this study underscores the importance of the “human element” in STEM, offering educators practical strategies to foster a supportive environment that cultivates both academic achievement and a genuine passion for science.