共查询到20条相似文献，搜索用时 31 毫秒
1.
Increasing Situational Interest in the Classroom 总被引：4，自引：0，他引：4
This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom. 相似文献
2.
The extent to which a student experiences situational interest during a learning task is dependent on at least two factors: (1) external stimuli in the learning environment that arouse interest and (2) internal dispositions, such as individual interest. The objective of the present study was to disentangle how both factors influence situational interest during task engagement. Two data sets were collected from primary school science (N = 186) and secondary school history students (N = 71). Path analysis was used to examine the influence of individual interest on seven situational interest measurements and knowledge acquisition. The results suggest that individual interest has only a significant influence on situational interest at the beginning of a task and then its influence fades. In addition, individual interest is not a significant predictor of learning. Only situational interest predicts knowledge acquisition. Implications of these findings for interest research are discussed. 相似文献
3.
The aim of the present study was to investigate how situational interest develops over time and how it is related to academic achievement in an active-learning classroom. Five measures of situational interest were administered at critical points in time to 69 polytechnic students during a one-day, problem-based learning session. Results revealed that situational interest significantly increased after the problem stimulus was presented. Subsequently, situational interest gradually decreased but at the end of the day increased again. Testing a path model relating the situational interest measures showed strong (directional) interrelations. Moreover, situational interest was highly predictive for observed achievement-related classroom behaviors. The latter, in turn, proved to be a significant predictor of academic achievement. Aggregating situational interest over the day led to less accurate predictions of achievement-related classroom behaviors and academic achievement. Implications of these findings for situational interest research are discussed. 相似文献
4.
An experimental study examined the effect of context personalization and example choice on situational interest in mathematics of adolescent students. Middle school students (N = 736) learned about probability calculus and were assigned to one of four instructional conditions. Individual interest and perceived competence in mathematics was examined as moderator on three measures of situational interest: triggered situational interest, maintained situational interest, and perceived value. Context personalization promoted triggered and maintained situational interest, and perception of value among students with low individual interest and perceived competence in mathematics. Similar results were observed for example choice, with the exception of perceived value. Although context personalization and example choice promoted effort for students with low individual interest, we observed no effect on performance. We discuss the theoretical and practical implications of the findings. 相似文献
5.
Andreas Krapp 《European Journal of Psychology of Education - EJPE》1999,14(1):23-40
Within the last few years, researchers have shown a renewed interest in “interest”. Especially in the field of educational psychology many studies have been conducted to analyze how learning and achievement are influenced by motivational and cognitive factors, which are connected with individual and/or situational interests. In this paper, results from empirical research will be presented besides theoretical considerations concerning the interest-construct. Interest has typically been studied as an independent variable. Dependent variables have been either some aspects of learning outcome (knowledge structure, academic achievement) or hypothetical mediators, which probably can be used to explain the interest effects (e.g., learning strategies, attention, emotional experiences). There is also a growing number of studies which try to explore the conditions of interest development within educational settings. Future lines of research will be discussed in light of the demands of educational theory and practice. 相似文献
6.
Interest has become a central topic in the educational-psychology literature and Hidi and Renninger’s (2006) four-phase model of interest development is its most recent manifestation. However, this model presently enjoys only limited empirical support. To contribute to our understanding of how individual interest in a subject develops in learners, two studies were conducted with primary school science students. The first study (N = 187) tested the assumption that repeated arousal of situational interest affects the growth of individual interest. Latent growth curve modeling was applied and the results suggest that the arousal of situational interest has a positive effect on the development of individual interest and significantly influences its growth trajectory. The second study tested the assumption that engaging students with interest-provoking didactic stimuli, such as problems, is critical to triggering situational interest and increasing individual interest. To test this assumption, four classes of primary school students (N = 129) were randomly assigned to two conditions in a quasi-experimental setup. The treatment condition received four situational-interest-inducing science problems as part of a course whereas the control condition did not, all other things being equal. The results of latent growth curve modeling revealed that only the group receiving problems experienced repeated arousal of situational interest and its related growth in individual interest. Implications for, and amendments to, the four-phase model of interest development are proposed. 相似文献
7.
In an attempt to exploit the concept of mindfulness for educational contexts, we investigated the role of dispositional mindfulness as an internal resource for the development of situational interest. Using an online questionnaire, we assessed participants’ (N?=?161, mean age?=?30.4 years, 74% female, 66% university students) mindfulness, presented them with a text on bionics, and asked them to indicate their situational interest regarding the material (t1). One week later, they indicated their maintained situational interest (t2). Findings reveal a positive relationship between mindfulness and situational interest at t1, especially with regard to participants’ ability to be momentarily ‘present’ and affective aspects of situational interest. Furthermore, we found an indirect effect of mindfulness on maintained situational interest at t2 via participants’ interest at t1. These findings were independent from participants’ initial interest and knowledge. Contrary to our expectation, we did not find a moderation effect for mindfulness on the relation between situational interest at t1 and t2. We discuss these findings in terms of implications for formal learning contexts. 相似文献
8.
The objective of the three studies presented here was to investigate how situational interest is related to knowledge acquisition. Situational interest is construed as a motivational response to a perceived knowledge deficit. It is triggered in situations where this knowledge deficit becomes manifest, such as in the confrontation with a problem. In Study 1 we manipulated prior knowledge of 32 secondary-school students about a particular problem (i.e., reasons for the conquest of Singapore by the Japanese during the Second World War). Only students who lacked the appropriate knowledge showed an increase in situational interest after the problem was presented. In Study 2 (N = 60), students who showed awareness that they lacked knowledge to understand a problem (i.e., causes of erosion of an island) showed increased situational interest in that problem. In Study 3 (N = 86), situational interest and knowledge acquisition were monitored over the course of a 3-h lesson in a natural classroom. We were able to demonstrate that situational interest decreased with increasing knowledge of the problem-at-hand. We argue that the findings support a knowledge-deprivation account of situational interest. Our findings are at variance with the broadly held conviction that situational interest and knowledge necessarily influence each other positively. 相似文献
9.
Huann-shyang Lin Zuway-R Hong Ya-Chun Chen 《International Journal of Science Education》2013,35(13):2152-2173
This quasi-experimental study explores how student cumulative situational interest, short-term preference generated by particular conditions such as novel experiences can be developed into better individual interest, an enduring predisposition to engage in certain activity such as chemistry lessons. A continuous intervention of integrating novelty and aesthetic experience into teaching was used for the experimental group (n?=?64) while another class of 105 students studying another course of physical science without the intervention of novelty and aesthetics served as a comparison group. The analysis of covariance comparing the two group students' pre- and post-test perceptions of learning science revealed that the experimental group outperformed the comparison group in their perceptions of interest, enjoyment, and aesthetics. The weekly assessment of student situational interest indicated that the experimental group students' situational interests were well maintained by two leading learning activities: demonstrations and hands-on experiments with novelty and aesthetic experience. The above results provide empirical evidence to support the theory of interest development, which proposes that the development goes through a cumulative and progressive procedure. 相似文献
10.
Mary Ainley 《Educational Psychology Review》2006,18(4):391-405
In this paper we draw on our research on interest to explore the questions posed for this special issue. Interest is conceptualized as an affective state that represents students’ subjective experience of learning; the state that arises from either situational triggers or a well-developed individual interest. Drawing on the broad research literature on interest, and using our own findings in relation to the state of interest, we consider how interest represents an integration of affect, motivation and cognition. In particular, how the state of interest brings together motivation in the form of prior goals and interests and focuses them into on-task behavior. We illustrate ways that our research monitoring on-task sequences of affect and behavior, is confronting some of the methodological concerns posed in relation to measurement of affective states. Finally, we examine some of the paths by which triggered states of interest can contribute to productive student engagement with learning. 相似文献
11.
In this study, we explored how teachers can take advantage of a ‘place’ in urban environments outside the school and thereby stimulate pupils’ situational interest in science teaching. Drawing on the Sophos research method, we conducted a single case study including film-elicited interviews. The data consisted of transcribed interviews with 4 experienced teachers and 11 pupils. The interviews were elicited by films showing group work in science teaching in urban environments: a parking lot, a green public park and a zoo. We conducted individual interviews with science teachers, while the interviews with pupils were carried out in small groups. To analyse our data, we applied a hermeneutic content analysis. We identified seven place-conscious teaching methods that have the potential to stimulate pupils’ situational interest. These methods included: (1) handling objects; (2) integrating new places; (3) alignment between the environment and task; (4) integrating minimal cultivated places; (5) providing a science perspective on everyday places; (6) disseminating historical or cultural knowledge of places; and (7) surprises. Starting from a discussion drawing on studies that explored triggers of pupils’ situational interest, we argue that science teachers can draw on these seven place-conscious methods to stimulate interest in science teaching in urban environments. 相似文献
12.
This paper contributes to discussion of theory application in higher education research. We examine 59 empirical research papers from specialist journals that use a particular theory: activity theory. We scrutinise stated reasons for choosing the theory, functions played by the theory, and how the theory is valorised. We find that the theory is usually chosen for its direct empirical applicability; used for abstraction, explanation and contextualisation; and valorised for apprehending complex situational dynamics. It is rarely chosen to challenge conceptualisation of the research object; used to establish investigative paradigms; or valorised in ways that implicate wider bodies of knowledge or potential theory development. We argue that higher education researchers should reconsider how their application of activity theory is interwoven with interpretative processes, how the theory might frame research design rather than simply data analysis, and how they account for the range of roles that the theory actually plays across research endeavours. 相似文献
13.
14.
15.
The role of teachers in facilitating situational interest in an active-learning classroom 总被引：2，自引：0，他引：2
The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on these three teacher characteristics and how well these characteristics predicted situational interest. Results revealed that students supported by teachers who scored high on these characteristics reported significantly higher levels of situational interest. Cognitive congruence was the most significant predictor of situational interest. Overall, the findings suggest that teachers play an influential role in increasing students’ situational interest in the active-learning classroom. 相似文献
16.
Univ.-Prof. Dr. Doris Lewalter Dr. Claudia Geyer 《Zeitschrift für Erziehungswissenschaft》2009,12(1):28-44
Museums are very popular for school excursions. One of their most important aims is to foster the visitors’ interest for the presented topics. Especially with regard to natural science, it is important to question to what extent this learning environment can indeed foster students’ learning motivation. The research presented here is based on the concept of situational interest. In two studies, the goals and the design of school museum visits as well as the impact of the design, the perceived support of basic needs, and the perceived content relevance for students’ situational interest were investigated. For this purpose a postal survey of 227 teachers of natural science was conducted on their goals and design of school visits to museums. Furthermore, 344 pupils of grades 7 and 8 (14 classes) were surveyed in a written questionnaire regarding their situational interest during the visit and on aspects of the design of the visit. The results show the high relevance of motivational aspects for the use of museums as learning environments. 相似文献
17.
Building on common assumptions in theories of interest and mathematics education, this experimental study examined the effect of context personalization based on individual preferences, group personalization, and example choice with preselected popular examples on middle school students' situational interest and performance in mathematics. Participants (N = 713) learned a principle in probability calculus in one of four instructional conditions. Individual interest and perceived competence were examined as moderators on triggered and maintained situational interest, perceived value, task effort, and performance. Results showed that example choice triggered situational interest in the learning activity and that context personalization influenced perceived value and effort, contingent on students' perceived competence and individual interest in mathematics. We discuss results in relation to previous findings on interest-based interventions and the theoretical and practical implications. 相似文献
18.
Anni Loukomies Kalle Juuti Jari Lavonen 《International Journal of Science Education》2013,35(18):3015-3037
Pupils’ interest has been one of the major concerns in science education research because it can be seen as a gateway to more personalised forms of interest and motivation. However, methods to investigate situational interest in science teaching and learning are not broadly examined. This study compares the pupils’ observed situational interest and their expressed situational interest. One class of Finnish fourth-graders (N?=?22, age 9–10 years) participated in a heat transfer lesson. The lesson encompassed an interactive demonstration with a thermal camera, teacher-led discussions and the conduct and presentation of a collaborative inquiry task. Pupils expressed their interest levels (scale: 1?=?very boring, 5?=?very interesting) by using an electronic response system called a ‘clicker’. The measurement took place 15 times during the lesson, with 1 measurement being just a rehearsal. The lesson was video recorded, and visible aspects of interest at the measurement time points were analysed. Reported and observational data were compared. In most cases, the observations did not yield data compatible with the pupils’ own evaluations, indicating that most pupils’ expressed interest is not easily interpreted through observation of their facial expressions and behaviour. In general, the interest of the group as a whole seems to diminish during the lesson. We argue that in order to maintain and increase pupils’ interest, their evaluations should be taken into account in lesson planning. Video-based research might also be further enriched and validated by employing the participants’ own expressions. The clicker is a suitable means of collecting primary pupils’ experiences concerning their interest levels. 相似文献
19.
BackgroundEmotional design approaches tend to be instructionally effective in the case of higher education learners. However, empirical evidence on the effectiveness of emotional design for children is limited. Contextual animation is one way that emotional design can be realized. Contextual animation refers to the non-expository animation of context-providing representational pictures.AimThis study examines the effects of contextual animation on learning outcomes and situational interest in the case of pre-adolescents.SampleParticipants included 50 children 9–11 year of age recruited from all parts of the Czech Republic.MethodParticipants studied exponential growth and public opinion polls from two, 3-min-long, narrated videos; one included contextual animation and the other did not (counterbalanced within-subject design with randomization). Each child participated separately in one online session with a research administrator.ResultsAlthough animated videos triggered interest (d = 0.18, 0.36), null results were found both as regards learning outcomes and maintained situational interest.ConclusionsThis study adds to a small body of literature pointing at limited effects of emotional design approaches on pre-adolescents. Additional studies with young audiences and using other forms of emotional design would be a welcome addition to the literature. 相似文献
20.
How can illustrations motivate learners in multimedia learning? Which features make illustrations interesting? Beside the theoretical relevance of addressing these questions, these issues are practically relevant when instructional designers are to decide which features of illustrations can trigger situational interest irrespective of individual differences. We analysed ratings of illustrations with respect to four potentially interest-triggering features (concreteness, personal relevance, ease of comprehension and unexpected information) and to situational interest. A methodological contribution was to show how multilevel modelling can be applied to take individual differences into account in several respects. Situational interest was predicted by 957 ratings of the four features on an intra-individual level (level 1). Inter-individual differences were controlled by modelling individuals on level 2 (N?=?82 high-school students). Concreteness, personal relevance and ease of comprehension of illustrations are what mainly triggered situational interest. Nearly, 55% of the situational interest variance was explained by inter-individual preferences, thus, highlighting the usefulness of multilevel modelling to control for individual differences. 相似文献