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Situational interest in engineering design activities

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Situational interest in engineering design activities. / Dohn, Niels Bonderup.

I: International Journal of Science Education, Bind 35, Nr. 12, 2013, s. 2057–2078.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

Dohn, NB 2013, 'Situational interest in engineering design activities' International Journal of Science Education, bind 35, nr. 12, s. 2057–2078. https://doi.org/10.1080/09500693.2012.757670

APA

Dohn, N. B. (2013). Situational interest in engineering design activities. International Journal of Science Education, 35(12), 2057–2078. https://doi.org/10.1080/09500693.2012.757670

CBE

Dohn NB. 2013. Situational interest in engineering design activities. International Journal of Science Education. 35(12):2057–2078. https://doi.org/10.1080/09500693.2012.757670

MLA

Vancouver

Dohn NB. Situational interest in engineering design activities. International Journal of Science Education. 2013;35(12):2057–2078. https://doi.org/10.1080/09500693.2012.757670

Author

Dohn, Niels Bonderup. / Situational interest in engineering design activities. I: International Journal of Science Education. 2013 ; Bind 35, Nr. 12. s. 2057–2078.

Bibtex

@article{7dd80a81c8164f35bd8b5ae37d998a0d,
title = "Situational interest in engineering design activities",
abstract = "The aim of the present mixed-method study was to investigate task-based situational interest of sixth grade students (n=46), between 12 and 14 years old, during an eight-week engineering design programme in a Science & Technology-class. Students’ interests were investigated by means of a descriptive interpretative analysis of qualitative data from classroom observations and informal interviews. The analysis was complemented by a self-report survey to validate findings and determine prevalence. The analysis revealed four main sources of interest: designing inventions, trial-and-error experimentation, achieved functionality of invention, and collaboration. These sources differ in terms of stimuli factors, such as novelty, autonomy (choice), social involvement, self-generation of interest, and task goal orientation. The study shows that design tasks stimulated interest, but only to the extent that students were able to self-regulate their learning strategies.",
keywords = "Engineering design, Interesse, Naturfag/science education, Ungdomsuddannelse, Videreg{\aa}ende uddannelse, Fagdidaktik, Didaktik, Situational interest, Sources of interest, Engineering design, Naturfag/science education, Interesse, Naturfag, Ungdomsuddannelse, Videreg{\aa}ende uddannelse, Fagdidaktik, Didaktik",
author = "Dohn, {Niels Bonderup}",
year = "2013",
doi = "10.1080/09500693.2012.757670",
language = "English",
volume = "35",
pages = "2057–2078",
journal = "International Journal of Science Education",
issn = "0950-0693",
publisher = "Routledge",
number = "12",

}

RIS

TY - JOUR

T1 - Situational interest in engineering design activities

AU - Dohn, Niels Bonderup

PY - 2013

Y1 - 2013

N2 - The aim of the present mixed-method study was to investigate task-based situational interest of sixth grade students (n=46), between 12 and 14 years old, during an eight-week engineering design programme in a Science & Technology-class. Students’ interests were investigated by means of a descriptive interpretative analysis of qualitative data from classroom observations and informal interviews. The analysis was complemented by a self-report survey to validate findings and determine prevalence. The analysis revealed four main sources of interest: designing inventions, trial-and-error experimentation, achieved functionality of invention, and collaboration. These sources differ in terms of stimuli factors, such as novelty, autonomy (choice), social involvement, self-generation of interest, and task goal orientation. The study shows that design tasks stimulated interest, but only to the extent that students were able to self-regulate their learning strategies.

AB - The aim of the present mixed-method study was to investigate task-based situational interest of sixth grade students (n=46), between 12 and 14 years old, during an eight-week engineering design programme in a Science & Technology-class. Students’ interests were investigated by means of a descriptive interpretative analysis of qualitative data from classroom observations and informal interviews. The analysis was complemented by a self-report survey to validate findings and determine prevalence. The analysis revealed four main sources of interest: designing inventions, trial-and-error experimentation, achieved functionality of invention, and collaboration. These sources differ in terms of stimuli factors, such as novelty, autonomy (choice), social involvement, self-generation of interest, and task goal orientation. The study shows that design tasks stimulated interest, but only to the extent that students were able to self-regulate their learning strategies.

KW - Engineering design

KW - Interesse

KW - Naturfag/science education

KW - Ungdomsuddannelse

KW - Videregående uddannelse

KW - Fagdidaktik

KW - Didaktik

KW - Situational interest

KW - Sources of interest

KW - Engineering design

KW - Naturfag/science education

KW - Interesse

KW - Naturfag

KW - Ungdomsuddannelse

KW - Videregående uddannelse

KW - Fagdidaktik

KW - Didaktik

U2 - 10.1080/09500693.2012.757670

DO - 10.1080/09500693.2012.757670

M3 - Journal article

VL - 35

SP - 2057

EP - 2078

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 12

ER -