Upper secondary students’ situational interest in physics learning in Finland and Chile

Lavonen, Jari; Ávalos, Beatrice; Upadyaya, Katja; Araneda, Sebastián; Juuti, Kalle; Cumsille, Patricio; Inkinen, Janna; Salmela‐Aro, Katariina

doi:10.1080/09500693.2021.1978011

Cited by 14 publications

(10 citation statements)

References 58 publications

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“…They also have a lot of professional freedom to decide how to teach and collaborate within curricula. According to Juuti et al (2017), successful teachers' professional development should be teacher-led, continuous (long-term), situated or connected to the classroom context, collaborative, and should include reflective practices. Design-based research (DBR) used as a design framework in the LUMA2020 program (see Section 2 for more details) has been earlier found as a useful way to promote teachers' or future teachers' professional development and growth (e.g.…”

Section: Introductionmentioning

confidence: 99%

Towards student-centred solutions and pedagogical innovations in science education through co-design approach within design-based research

Aksela

2019

LUMAT

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The aim of this case study is to demonstrate how a co-design approach could be used within design-based research (DBR) with diverse multi-stakeholders in the LUMA ecosystem to promote social creativity towards novel student-based solutions and pedagogical innovations. As a case, a national LUMA2020 development program (2019–2020), organized by the national LUMA Centre Finland and funded by the Finnish Ministry of Education and Culture, was studied in detail. The different data sources (e.g. an action plan, written observations) were analysed through qualitative content analysis. The Edelson’s design-based research model used in the program offered a systematic framework or a map for co-designing both the action plan and its implementation. The co-design approach within the model was organised through three stages to engage all multi-stakeholders (altogether about three hundred participants) for it: (i) a research and societally oriented framework stage, (ii) a practical stage and (iii) a “bottom-up” stage in which teachers from 160 schools were active participants and professional key contributors. The co-design approach and the design decisions were facilitated by using guided face-to-face communication in small group work and digital creative learning spaces as a medium for social creative thinking. The co-designers were teachers, teacher educators, scientists or industry specialists in different stages. The co-design model used could be a way to bridge the newest research and innovations into praxis for supporting the curriculum at the school level and for promoting teachers’ professional development by forming creative and diverse learning communities, in which all partners can learn from each other through sharing.

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Section: Introductionmentioning

confidence: 99%

Towards student-centred solutions and pedagogical innovations in science education through co-design approach within design-based research

Aksela

2019

LUMAT

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“…The science interest component that is calculated based on family background has an average that is not much different from the school factor. The biggest student interest in science comes from the teacher factor, this is in accordance with the intrinsic motivation and aspirations of students after receiving treatment Narangodaa et al (2021), Lavonen et al (2021). The lowest factor in building students' interest in science comes from factors around students' lives.…”

Section: Interest Related To the Forming Factormentioning

confidence: 77%

“…The success of the mentoring program has not involved an assessment of the participants' specific interests and interests in the field of science. Students' interest in science certainly has a very important role in the present and future for students, schools and the wider community Lavonen et al (2021).…”

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confidence: 99%

Junior Students’ Interest in Science Courses Based on Hots Literacy Program: Modeling of Scientific Interest and Its Relationships With Other Components

Bunawan

Gultom

Rismawati³

et al. 2021

Int. J. Res. Granthaalayah

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This study aims to describe the pattern of relationships between several factors supporting interest (interest) in science subjects. Students get an Exercise Program to improve scientific literacy. This training program aims to improve students' scientific literacy skills. The training program is carried out after the teachers receive the training program. The study of students' interest in science was revealed by conducting a survey related to several factors supporting interest in science. Several factors in the study of supporting scientific interests include the role of teachers, parental support, school roles, peer support, physics, chemistry and biology materials. Research participants were taken using random sampling technique, totaling 39 students. The developed scientific literacy assistance program seeks to improve the quality of learning outcomes. The success of the scientific literacy training program is related to students' scientific interest. The results showed that the multiple linear regression model provides a descriptive numerical description of the empirical relationship between the value of interest in science and its supporting components. Likewise, interest has a role in learning achievement.

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“…Basically, a person's interests arose since his childhood and most probably do not change until his adulthood [13], but environmental factors such as socio-cultural, psychological, and background can affect the development of one's talents [14]. Thus, interest is divided into two perspectives, namely interest as a person's characteristics (personal interest) and interest as a psychological state that is influenced by the environment (situational interest) [15,16]. Personal interest is an interest established inside a person and forms the desired characteristics [17] and can affect a person's motivation for an object [13,18].…”

Section: Introductionmentioning

confidence: 99%

High School Students' Interest in Choosing Physics as a Major in College

Riskawati

Nurazmi

Marisda

2022

KSS

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The declining number of students choosing physics as a major in college has now become a challenge for many Indonesian universities. Students’ interest is an important factor influencing their choice. This research explores and describes students’ interest in choosing physics as a major in college by employing the descriptive method. The study population was all Class-XII students of high schools in Gowa Regency, of which a sample of 90 students from six high schools – three public and three private schools – was selected. Data were collected through a questionnaire and analyzed quantitatively. The results of the analysis showed that a majority of the students (58%) had a “low” level of interest in physics and only a few (3%) were highly interested. This shows that most high school students in Gowa Regency are less interested in choosing physics as their major in college. The current research expects to serve as a basis for further research in increasing students’ interest in physics education in college. Keywords: students’ interest, physics education department, higher education

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Upper secondary students’ situational interest in physics learning in Finland and Chile

Cited by 14 publications

References 58 publications

Towards student-centred solutions and pedagogical innovations in science education through co-design approach within design-based research

Towards student-centred solutions and pedagogical innovations in science education through co-design approach within design-based research

Junior Students’ Interest in Science Courses Based on Hots Literacy Program: Modeling of Scientific Interest and Its Relationships With Other Components

High School Students' Interest in Choosing Physics as a Major in College

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