Investigating Situational Interest in Primary Science Lessons

Autor/inn/en	Loukomies, Anni; Juuti, Kalle; Lavonen, Jari
Titel	Investigating Situational Interest in Primary Science Lessons
Quelle	In: International Journal of Science Education, 37 (2015) 18, S.3015-3037 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1119909
Schlagwörter	Elementary School Students; Science Instruction; Teaching Methods; Student Interests; Science Education; Educational Research; Student Motivation; Grade 4; Heat; Foreign Countries; Cooperative Learning; Task Analysis; Audience Response Systems; Measurement Techniques; Student Attitudes; Observation; Comparative Analysis; Video Technology; Nonverbal Communication; Lesson Plans; Finland + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse; Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Schulische Motivation; School year 04; 4. Schuljahr; Schuljahr 04; Hitze; Ausland; Kooperatives Lernen; Aufgabenanalyse; Messtechnik; Schülerverhalten; Beobachtung; Non-verbal communication; Nonverbale Kommunikation; Lesson planning; Unterrichtsplanung; Finnland
Abstract	Pupils' interest has been one of the major concerns in science education research because it can be seen as a gateway to more personalised forms of interest and motivation. However, methods to investigate situational interest in science teaching and learning are not broadly examined. This study compares the pupils' observed situational interest and their expressed situational interest. One class of Finnish fourth-graders (N?=?22, age 9-10 years) participated in a heat transfer lesson. The lesson encompassed an interactive demonstration with a thermal camera, teacher-led discussions and the conduct and presentation of a collaborative inquiry task. Pupils expressed their interest levels (scale: 1?=?very boring, 5?=?very interesting) by using an electronic response system called a "clicker". The measurement took place 15 times during the lesson, with 1 measurement being just a rehearsal. The lesson was video recorded, and visible aspects of interest at the measurement time points were analysed. Reported and observational data were compared. In most cases, the observations did not yield data compatible with the pupils' own evaluations, indicating that most pupils' expressed interest is not easily interpreted through observation of their facial expressions and behaviour. In general, the interest of the group as a whole seems to diminish during the lesson. We argue that in order to maintain and increase pupils' interest, their evaluations should be taken into account in lesson planning. Video-based research might also be further enriched and validated by employing the participants' own expressions. The clicker is a suitable means of collecting primary pupils' experiences concerning their interest levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01