Enhancing Student Interest to Promote Learning in Science: The Case of the Concept of Energy

Autor/inn/en	Toli, Georgia; Kallery, Maria
Titel	Enhancing Student Interest to Promote Learning in Science: The Case of the Concept of Energy
Quelle	In: Education Sciences, 11 (2021), Artikel 220 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Toli, Georgia) ORCID (Kallery, Maria)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Science Interests; Junior High School Students; Concept Teaching; Concept Formation; Energy; Physics; Science Achievement; Hands on Science; Experiments; Computer Simulation; Cooperative Learning; Discussion (Teaching Technique); Foreign Countries; Public Schools; Greece + Suchen Sie Ihr Suchwort? Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Concept learning; Begriffsbildung; Energie; Physik; Erprobung; Computergrafik; Computersimulation; Kooperatives Lernen; Ausland; Public school; Öffentliche Schule; Griechenland
Abstract	This paper presents an intervention aiming to promote students' learning by enhancing their interest in the concept of energy. Junior high school students' learning and interest is evaluated after engaging in activities on work and energy. The intervention integrated hands-on and simulated experiments included a structured series of guided investigative tasks and whole-class discussions. The intervention was delivered to an experimental group consisting of 110 junior high school students. The control group consisted of 96 students of the same grade level, where students were taught about energy in the traditional sense, i.e., via the standard textbook. Written tests were then handed to all students to assess their learning outcomes. The results showed that the learning outcomes of students in the experimental group were significantly better than those of students in the control group. A notable increase in interest from students in the experimental group compared to that of the control group was also observed. Findings also showed a significant positive correlation between interest and academic achievement. This study reconfirms that enhancing interest could lead to better learning outcomes and its evidence-based methodology can be equally applied when introducing students to other difficult concepts of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01