Context Characteristics and Their Effects on Students' Situational Interest in Chemistry

Autor/inn/en	Habig, Sebastian; Blankenburg, Janet; van Vorst, Helena; Fechner, Sabine; Parchmann, Ilka; Sumfleth, Elke
Titel	Context Characteristics and Their Effects on Students' Situational Interest in Chemistry
Quelle	In: International Journal of Science Education, 40 (2018) 10, S.1154-1175 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Habig, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1470349
Schlagwörter	Context Effect; Student Interests; Chemistry; Science Instruction; Science Interests; Secondary School Students; Questionnaires; Foreign Countries; Learning Activities; Factor Analysis; Grade 7; Grade 8; Grade 9; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Studieninteresse; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Fragebogen; Ausland; Lernaktivität; Faktorenanalyse; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Statistische Analyse; Deutschland
Abstract	Many studies in science education acknowledge the positive effects of context-based learning on students' interest and attitudes. However, little is known about the design criteria of contextual situations generating these effects and how facets of students' situational interest are affected while learning in a contextualised setting. This paper ties in with this initial situation and reports results of two projects analysing the influence of context characteristics on students' situational interest, referring to contexts as task parameters in the first project and as learning activities in the second. In the first project, everyday related and unique contexts are compared, and the effects of different contextual topics on student learning are investigated. Particularly, regarding the feeling- and value-related valence of situational interest, the results of different studies will be compared and interpreted. The second project investigated structures of interest related to activities along an adapted version of the 'RIASEC'-model for different content areas and age groups. The chosen contents were embedded in personal as well as societal and professional context settings. Finally, we summarise the relevance of the different models, results and instruments to better understand different notions of interest and outline implications for further studies about teaching that improves student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01