Exploring the Development of College Students' Situational Interest in Learning Science

Autor/inn/en	Lin, Huann-shyang; Hong, Zuway-R; Chen, Ya-Chun
Titel	Exploring the Development of College Students' Situational Interest in Learning Science
Quelle	In: International Journal of Science Education, 35 (2013) 13, S.2152-2173 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.818261
Schlagwörter	Quasiexperimental Design; Aesthetics; Science Education; Student Interests; Chemistry; Intervention; Teaching Methods; Student Attitudes; Pretests Posttests; Hands on Science; Novelty (Stimulus Dimension); Comparative Analysis; Role; Science Instruction; Science Experiments; Learning Activities; Learning Motivation; Questionnaires; Foreign Countries; College Students; Taiwan + Suchen Sie Ihr Suchwort? Ästhetik; Naturwissenschaftliche Bildung; Studieninteresse; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Rollen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernaktivität; Motivation for studies; Lernmotivation; Fragebogen; Ausland; Collegestudent
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10