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.
| Original language | English |
|---|---|
| Journal | International Journal of Science Education |
| Volume | 35 |
| Issue | 12 |
| Pages (from-to) | 2057–2078 |
| Number of pages | 22 |
| ISSN | 0950-0693 |
| DOIs | |
| Publication status | Published - 2013 |
Keywords
- Situational interest
- Sources of interest
- Engineering design
- Naturfag/science education
- Interesse
- Naturfag
- Ungdomsuddannelse
- Videregående uddannelse
- Fagdidaktik
- Didaktik