دورية أكاديمية
Context Characteristics and Their Effects on Students' Situational Interest in Chemistry
| العنوان: | Context Characteristics and Their Effects on Students' Situational Interest in Chemistry |
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| اللغة: | English |
| المؤلفون: | Habig, Sebastian (ORCID |
| المصدر: | International Journal of Science Education. 2018 40(10):1154-1175. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Grade 9 |
| Descriptors: | 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 |
| مصطلحات جغرافية: | Germany |
| DOI: | 10.1080/09500693.2018.1470349 |
| تدمد: | 0950-0693 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Number of References: | 59 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1184655 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0950-0693 |
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| DOI: | 10.1080/09500693.2018.1470349 |