Investigating Situational Interest in Primary Science Lessons

Loukomies, Anni; Juuti, Kalle; Lavonen, Jari

doi:10.1080/09500693.2015.1119909

Cited by 18 publications

(26 citation statements)

References 23 publications

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“…Interest has been shown to develop from triggered situational interest to the evolvement of maintained situational and individual interest (Louhimies, Juuti, & Lavonen, 2016). This, in turn, can finally lead to a well-developed individual interest (Hidi & Renninger, 2006).…”

Section: Interest Situation Motivation and Attractiveness Of Learnimentioning

confidence: 99%

Learning with dinosaurs: a study on motivation, cognitive reasoning, and making observations

Salmi

Thuneberg

Vainikainen

2016

International Journal of Science Education, Part B

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Dinosaurs have been a very popular science topic since signs of their presence on earth were first discovered. They have represented so-called 'edutainment' for some people. Learning from informal sources and inan out-of-school environment can be effective and motivating. In this study, 12-year-old pupils (N = 366) visited a dinosaur science centre exhibition in Finland. Pupils were tested with standardised tests of motivation as defined by self-determination theory, cognitive skills, and interest via pre-, post-, and delayed post-tests during a six-month period. Findings show that pupils learned from the science centre visit and enjoyed the experience. The factors explaining their post-test knowledge in addition to their previous knowledge were (1) general cognitive competence, (2) liking studying biology at the science centre, (3) participation in a dinosaur demonstration, and (4) gender. As there was no difference between boys and girls in general cognitive competences, the knowledge results of boys and girls equally related to their cognitive competence. Autonomy also influenced situational motivation both directly and indirectly, which in turn had a strong effect on liking studying in the exhibition. It also influenced the post-test knowledge indirectly. In the lowest school achievement group, participation in the dinosaur demonstration increased knowledge in the post-test.

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Section: Interest Situation Motivation and Attractiveness Of Learnimentioning

confidence: 99%

Learning with dinosaurs: a study on motivation, cognitive reasoning, and making observations

Salmi

Thuneberg

Vainikainen

2016

International Journal of Science Education, Part B

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“…The rationale for this approach was that restricting recruitment and data collection to the end of the lecture had the advantage of ensuring there would be no interference with each student"s natural flow of thoughts and feelings at the time of the lecture (see Tanaka & Muramaya, 2014). This would ensure that the learning environment was authentic because it would avoid the validity issues that occur when student learning experiences are interrupted to gather data (Loukomies, Juuti, & Lavonen, 2015). This was an important issue for the present study because a substantial amount of information needed to be gathered from each student, including information about processes and products, and this would have substantially interrupted their attention to the lecture, which would not have been ethically acceptable.…”

Section: Participantsmentioning

confidence: 99%

Testing a Process-Product Framework for Conceptualizing Motivation

Palmer

2019

GJES

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This study explored the idea that motivation for learning can be a process as well as a product: the product being an active state of motivation whereas the process would include the antecedents that created that state. This hypothesis was tested by interviewing 47 university students immediately after normal lectures. Results showed that 89% had experienced an active state of motivation (the product phase) that was influenced by antecedents that included personal characteristics (e.g., self-efficacy, individual interest), temporal personal factors (mood, fatigue), and contextual factors (teacher enthusiasm and “interestingness”). It was concluded that process-product is a potentially useful framework for conceptualizing motivation.

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“…Furthermore, apart from familiarizing students with a given topic, teachers are also responsible for inspiring excitement for learning in the context of the discipline [13], which is difficult to guarantee during a remote learning period. During lessons, teachers continuously revise lesson activities according to their observations, but it is challenging to observe and evaluate students' interests and emotional expressions even in contact teaching [14]. In the reciprocal loop of observing and adjusting activities accordingly, recognizing and influencing students' learning-related emotions are important pedagogical tools for a teacher because emotions, together with motivation, learning strategies and competence beliefs, have a critical impact on subsequent performance [15,16].…”

Section: Introductionmentioning

confidence: 99%

“…The present study enriches our knowledge via the perspective of primary students. Primary students' views regarding interest levels have been studied in a normal school setting [14], but the present study intended to examine how students experienced the remote learning period, how they evaluated their study days and what emotions they experienced.…”

Section: Introductionmentioning

confidence: 99%

Primary Students’ Experiences of Remote Learning during COVID-19 School Closures: A Case Study of Finland

Loukomies

Juuti

2021

Education Sciences

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The remote learning period that took place due to the outbreak of the COVID-19 pandemic in the spring of 2020 was a novel experience for many students, teachers and guardians in Finland and globally. To be prepared for similar occasions in the future and to support all students appropriately, it is important to be aware of students’ experiences. In this study, instant video blogging (IVB) was used to collect primary school students’ first-hand reports of their emotions in remote learning situations. Through an experience sampling method, 23 Finnish fifth-grade students (aged 11–12 years) took part in IVB during the remote learning period 18 March 2020–13 May 2020. Students’ expressions related to negative emotional experiences were more diverse than those related to positive ones. Nice was the most often reported positive evaluation related to studying. The most often reported negative feelings were bored and irritated, and the most often reported negative aspects related to learning were difficult tasks or not having learned anything. Towards the end of the research period, positive mentions about returning to school increased. The IVB method offered direct insight into how primary students experienced the remote learning period, which can support preparation for exceptional periods in the future and the development of digital learning solutions.

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Investigating Situational Interest in Primary Science Lessons

Cited by 18 publications

References 23 publications

Learning with dinosaurs: a study on motivation, cognitive reasoning, and making observations

Learning with dinosaurs: a study on motivation, cognitive reasoning, and making observations

Testing a Process-Product Framework for Conceptualizing Motivation

Primary Students’ Experiences of Remote Learning during COVID-19 School Closures: A Case Study of Finland

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