Scientific reasoninig in elementary school age: The role of interest as a moderator for the relationship between working memory an learning outcome

兴趣是跨领域学习过程中的一个重要因素。嵌入在主观有趣情境中的任务与学习成果、理解、学习策略、迁移和学习体验质量呈正相关。对这些影响的解释既指向认知过程，也指向情感过程。然而，关于潜在认知机制的实证研究很少，并且产生了不一致的结果。为了有助于澄清研究的不一致状态，我们遵循两个基本假设，从中得出我们的研究假设。1)我们假设主观感兴趣的学习材料总是与先验知识的元素相关联。与缺乏与先验知识的任何联系的元素相比，相关的已建立的认知表征假设更容易访问。2)我们假设，与缺乏先验知识的情况相比，更容易的访问与更低的工作记忆需求有关，而在缺乏先验知识的情况下，新的知识表征需要构建更高程度的工作记忆。这被认为是兴趣和学习之间积极联系的基本原则。与以往将注意过程描述为兴趣和学习之间的中介的模型相反，我们将兴趣概念化为认知资源和学习之间的调节因子。这些假设将以小学生为样本，使用学校相关的学习内容进行检验。通过所谓的变量控制策略（作为科学推理的一部分），我们想要测试个人适应的主题情境化是否对该策略的学习有积极的贡献。本研究有助于理解兴趣、工作记忆和学习之间的相互关系。2)它可以提供如何设计学习材料的信息，使其适合不同的学习者群体的先验知识和认知能力。作为扩展3)，语言能力在解决有关变量控制策略的任务中的作用将被研究。实验设计允许分析低语言能力是否可以部分补偿通过操纵任务的内容。根据语境个别调整学习材料的方法可以为教师提供一种策略，以确保学生在认知和语言异质性的学习者群体中理解中心概念。因此，结果对有特殊需要的儿童的全纳教育具有高度相关性。

Interest represents an important factor in learning processes across various domains. Tasks embedded in subjectively interesting contexts are positively associated with learning outcomes, comprehension, learning strategies, transfer und the quality of learning experiences. Explanations of these effects point to cognitive as well as to affective processes. Empirical studies regarding the underlying cognitive mechanisms, however, are rare and produced inconsistent results.In order to contribute to the clarification of the inconsistent state of research we follow two basic assumptions from which we derive our research hypotheses. 1) We assume that subjectively interesting learning material is always associated with elements of prior knowledge. The related established cognitive representations are assumingly easier accessible compared to elements lacking any connection to prior knowledge. 2) We assume that the eased access is associated with lower demands of working memory in comparison to the case of lacking prior knowledge where new knowledge representations have to be constructed calling for working memory to a higher degree. This is conceptualized as the underlying principle for the positive association between interest and learning. In contrast to former models which describe attentional processes as a mediator between interest and learning we conceptualize interest as a moderator between cognitive resources and learning.With a sample of elementary school students these hypotheses will be tested using a school relevant learning content. With the so called control of variables strategy (being part of scientific reasoning) we want to test whether individually adapted thematic contextualization contribute positively to the learning of this strategy.The study can contribute 1) to the understanding of the interrelations between interest, working memory and learning. 2) It can provide information how to design learning material in such a way that it fits a group of learners varying in their prior knowledge and cognitive abilities. As an extension 3) the role of language proficiency in solving tasks regarding the control of variables strategy will be investigated. The experimental design allows for analyzing whether low language proficiency may partly be compensated by manipulating the content of the task.The approach to adapt learning material individually in terms of context may provide teachers with a strategy to ensure students' understanding of central concepts within cognitively and linguistically heterogeneous groups of learners. Results are therefore of high relevance for inclusive education of children with special needs.