Context characteristics and their effects on students’ situational interest in chemistry
Context characteristics and their effects on students’ situational interest in chemistry
复制标题
情境特征及其对学生化学情境兴趣的影响
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Elke Sumfleth
中科院分区：
文献类型：
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作者：
Sebastian Habig;J. Blankenburg;Helena van Vorst;Sabine Fechner;I. Parchmann;Elke Sumfleth
摘要科学教育领域的许多研究都承认基于情境的学习对学生的兴趣和态度有积极的影响。然而，很少有人知道的设计标准的情境产生这些影响，以及如何方面的学生的情境兴趣的影响，而学习的情境设置。本文结合这一初始情况，报道了两个项目的结果，分析了情境特征对学生情境兴趣的影响，第一个项目将情境作为任务参数，第二个项目将情境作为学习活动。在第一个项目中，比较了日常相关和独特的上下文，并调查了不同的上下文主题对学生学习的影响。特别是在情境兴趣的情感效价和价值效价方面，将对不同研究的结果进行比较和解释。第二个项目调查了与活动有关的兴趣结构，沿着“RIASEC”模式的改编版本，适用于不同的内容领域和年龄组。所选择的内容是嵌入在个人以及社会和专业背景设置。最后，我们总结了不同的模型，结果和工具的相关性，以更好地理解不同的概念的兴趣和大纲的影响，进一步研究教学，提高学生的学习。
ABSTRACT 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.