Developing Middle School Students' Interest in Learning Science and Geology through Slowmation

Autor/inn/en	Mills, Reece; Tomas, Louisa; Whiteford, Chrystal; Lewthwaite, Brian
Titel	Developing Middle School Students' Interest in Learning Science and Geology through Slowmation
Quelle	In: Research in Science Education, 50 (2020) 4, S.1501-1520 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mills, Reece)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9741-8
Schlagwörter	Middle School Students; Student Interests; Student Attitudes; Science Education; Geology; Grade 9; High School Students; Teaching Methods; Student Surveys; Task Analysis; Construction (Process); Creativity; Active Learning; Hands on Science; Science Interests; Cooperative Learning; Technology Integration + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studieninteresse; Schülerverhalten; Naturwissenschaftliche Bildung; Historische Geologie; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Oberschule; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Aufgabenanalyse; Aufbau; Konstruktion; Kreativität; Aktives Lernen; Kooperatives Lernen
Abstract	Given that interest is associated with learning in educational research, understanding how its development can be supported in different learning contexts represents an important line of inquiry. In this study, we investigate the influence of the slowmation construction process on middle school students' interest in learning science and geology. Both quantitative and qualitative data were generated from four classes of ninth-grade students; two classes participated in the construction of a slowmation about tectonic plate boundaries (n = 52) and two classes experienced a state-mandated programme of instruction (n = 43). The students completed the "Student Interest in Learning Science Survey," a Likert-style instrument, which examined their level of situational and individual interest prior to their participation in the study and upon their completion of the construction task or mandated instruction. Statistical analyses of these data revealed that the students who constructed a slowmation demonstrated significant increases in their interest in learning science and geology, while the students who experienced regular classroom instruction demonstrated lower levels of interest by the end of the study. Interview data obtained from students who constructed a slowmation suggest that the construction process afforded opportunities to work and learn in active, hands-on and collaborative ways; to exercise creativity; and to engage with technology. Importantly, increases in students' interest appeared to emerge from the early attentional and affective stages of their interest development, rather than through a meaningful connection to the geological subject matter, which has theoretical implications for interest research in learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01