New Perspectives in Science Education

This research proposes to use customer engagement principles to engage students in science education. We propose that the science teaching-learning environment be modified to turn students from receivers of technical knowledge to educational partners. Customer Engagement is an individual's perception of the collection of value co-creative experiences and interactions (Brodie 2011). We propose that the three components of customer engagement, conscious attention, enthused participation and social connection (Vivek, Beatty and Morgan 2012) be incorporated into the teaching methods to turn students into partners who, as a result of their levels of engagement, explore and facilitate the transfer of knowledge. As Mayfield and French (2009) argue, engaging students using the components and principles involved in engaging customers is likely to get more students interested in the fields of science and technology and will result in stronger learning outcomes.

Vivek, Dalela, Beatty and Morgan (in press) define conscious attention as the degree of interest the person has in interacting with the foci of engagment, while enthused participation reflects the zealous reactions and feelings of the engaged student. Finally, focusing on the social dimension of enthusiam, the authors found that inclusion of others in the environment leads to enhancement of the interaction and mutual and reciprocal action. Science teaching and learning environment could benefit from focusing on these dimensions to get better learning outcomes for science students.