Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices David C. Owens 1 & Troy D. Sadler 1 & Angela T. Barlow 2 & Cindi Smith-Walters 3 # Springer Science+Business Media B.V., part of Springer Nature 2017 Abstract Several studies have found active learning to enhance students’ motivation and attitudes. Yet, faculty indicate that students resist active learning and censure them on evaluations after incorporating active learning into their instruction, resulting in an appar- ent paradox. We argue that the disparity in findings across previous studies is the result of variation in the active learning instruction that was implemented. The purpose of this study was to illuminate sources of motivation from and resistance to active learning that resulted from a novel, exemplary active-learning approach rooted in essential science practices and supported by science education literature. This approach was enacted over the course of 4 weeks in eight sections of an introductory undergraduate biology laboratory course. A plant concept inventory, administered to students as a pre-, post-, and delayed-posttest indicated significant proximal and distal learning gains. Qualitative analysis of open- response questionnaires and interviews elucidated sources of motivation and resistance that resulted from this active-learning approach. Several participants indicated this Res Sci Educ https://doi.org/10.1007/s11165-017-9688-1 * David C. Owens owensdc@missouri.edu Troy D. Sadler sadlert@missouri.edu Angela T. Barlow angela.barlow@mtsu.edu Cindi Smith-Walters cindi.smith-walters@mtsu.edu 1 Department of Learning, Teaching, & Curriculum, University of Missouri, 303 Townsend Hall, Columbia, MO 65211, USA 2 Department of Mathematics and Science Education, Middle Tennessee State University, MTSU Box 76, Murfreesboro, TN 37132, USA 3 Department of Biology, Middle Tennessee State University, MTSU Box 60, Murfreesboro, TN 37132, USA