The Changes in Lower Secondary School Students' Interest during Collaborative Learning

Autor/inn/en	Tatiana, Shubina; Hanna, Järvenoja; Kristiina, Mänty; Jouni, Peltonen; Sanna, Järvelä
Titel	The Changes in Lower Secondary School Students' Interest during Collaborative Learning
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 7, S.1127-1140 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tatiana, Shubina) ORCID (Hanna, Järvenoja) ORCID (Kristiina, Mänty) ORCID (Jouni, Peltonen) ORCID (Sanna, Järvelä)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1958377
Schlagwörter	Student Attitudes; Student Interests; Cooperative Learning; Science Instruction; Task Analysis; Measures (Individuals); Attitude Change; Teaching Methods; Secondary School Students; Learning Motivation; Grade 7; Foreign Countries; Correlation; Finland + Suchen Sie Ihr Suchwort? Schülerverhalten; Studieninteresse; Kooperatives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aufgabenanalyse; Messdaten; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Motivation for studies; Lernmotivation; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Korrelation; Finnland
Abstract	This study explored the situational interest and emotional valence of 13-year-old students (N = 94) participating in a five-session science course. The relationship between students' situational interest and emotional valence and their individual interest was also studied. During each session, students participated in a collaborative learning task. Before and after each task, students' situational interest and emotional valence were measured through a single-item self-report questionnaire. Individual interest was measured by the Task Interest Inventory scale at the beginning of the course. Students showed increasing levels of emotional valence after each collaborative learning task; however, they only reported significantly higher situational interest after the first task. Furthermore, the relationship between students' emotional valence and their individual interest frequently decreased after collaborative learning tasks. The findings suggest that collaborative learning could be a potential factor in changing situational interest. Areas for further research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01