How situational interest affects individual interest in a STEAM competition

Hong, Jon‐Chao; Chang, Chun Hsing; Tsai, Chi Ruei; Tai, Kai‐Hsin

doi:10.1080/09500693.2019.1624992

Cited by 23 publications

(16 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…4-point Likert scale (1 = not at all to 4 = very much). Hong et al (2019), Ribeiro et al (2018), and Rotgans and Schmidt (2011 (Five items) "I enjoy working on this topic" "I want to know more about this topic" "I think this topic is interesting" "I am fully focused on this topic; I am not distracted by other things" "Presently, I feel bored" 5-point Likert scale (1 = not true at all, 2 = not true for me, 3 = neutral, 4 = true for me, 5 = very true for me). Lentillon-Kaestner and Roure 2019 "What we did today was new to me" "What we did was enjoyable" "I wanted to analyse and have a better grasp of what we were learning today" "What we were learning demanded a high level of attention" "What we were learning was hard to learn" 5-point Likert scale (1 = strongly disagree to 5 = strongly agree).…”

Section: Discussionmentioning

confidence: 99%

Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?

Schmidt

Rotgans

2020

Educ Psychol Rev

View full text Add to dashboard Cite

To what extent are epistemic curiosity and situational interest different indicators for the same underlying psychological mechanism? To answer this question, we conducted two studies. In Study 1, we administered measures of epistemic curiosity and situational interest to 158 students from an all-boys secondary school. The data were analyzed using confirmatory factor analysis to find out whether a one-factor or a two-factor solution provides the best fit to the data. The findings supported a one-factor solution. A twofactor solution was only satisfactorily supported if one accepted that the two latent constructs were correlated .99. Study 2 was an experiment in which we experimentally manipulated the amount of prior knowledge 148 students had about a particular thermodynamic phenomenon. Epistemic curiosity and situational interest were each measured four times: before a text was studied, before and after a problem was presented, and after a second text was read. The treatment group studied a text explaining the problem after the problem was presented, whereas the control group read it before the problem was presented. The control group, in other words, gained prior knowledge about the problem. In the treatment group, both epistemic curiosity and situational interest significantly increased while being confronted with the problem. This was not the case in the control group. In addition, only in the treatment group scores on both measures significantly decreased after the text explaining the problem was studied. These findings support a knowledge gap account of both situational interest and epistemic curiosity, suggesting an identical underlying psychological mechanism.

show abstract

Section: Discussionmentioning

confidence: 99%

Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?

Schmidt

Rotgans

2020

Educ Psychol Rev

View full text Add to dashboard Cite

show abstract

“…The current experiment was designed to prove that the English language could become an integral part of university curriculum, could be widely used in interdisciplinary tasks and thus it can contribute to developing both soft and hard skills. The experiment was based on the modern STEAM approach which emphasizes promotion of creativity with rationalization, this is interdisciplinary approach which focuses on creativity and problem-solving skills [8][9][10].…”

Section: Methodsmentioning

confidence: 99%

Raising the quality of designers’ professional training through STEAM and CLIL

Marnitcyna

Kaisheva

2021

SHS Web Conf.

View full text Add to dashboard Cite

The issues of quality assurance in the process of professional training have always been widely discussed. The current research presents the English for Academic Purposes section of the English language course design based on the STEAM approach and the feedback model for its evaluation. The study aims to assess the role of the English language course in building professional competencies with the help of the STEAM instructional design. Qualitative and quantitative methods, a formative pedagogical experiment, and an online survey were conducted. The study shows that interdisciplinary course evaluation can be based on feedback and outcomes indicators. The content and language integrated learning methods are perceived by the students as relevant. STEAM-based course design motivates students to perform fundraising activities for further professional development and continue improving their English language skills. Thus the English language can become a valid and stable base for further interdisciplinary projects in university education. The research found that the majority of the first-year art and design students learned about MOOCs for the first time and took courses to improve their professional skills during the English Language course. The authors conclude that STEAM and CLIL methodologies have much in common and are positively evaluated by both students and academics.

show abstract

“…Unlike traditional STEM, STEAM is a new theoretical model for science educators and curriculum developers whose core value is the integration and promotion of creativity with rationalization [26,27]. STEAM can be understood as the integration of STEM with arts, such as design, creative thinking, and any interdisciplinary education approach, and emphasizes the synergy of creativity and problem-solving skills.…”

Section: Steam a Solution To Gender Gapmentioning

confidence: 99%

From STEAM to CHEER: A Case Study of Design Education Development in Taiwan

2021

View full text Add to dashboard Cite

The purpose of this study is to provide other developing countries in the region a reference on the successful design education reformation in Taiwan. The study first reviews Taiwan’s economic and design development to show their interconnection with local culture and the global market. Next, the study explores Taiwan’s design education development which transforms from adopting STEM (science, technology, engineering, mathematics) to STEAM (science, technology, engineering, art, mathematics) in secondary school, and understands how it overcomes challenges by the help of both public and private sectors. Last, a conceptual framework is proposed to present and study Taiwan’s design education development. The result from case studies validates that STEAM can reach SAD (science, arts, and design) in higher education and CHEER (collaboration, humanity, empathy, ecology, and renaissance) in design practice. Therefore, the result and implications provided by this study can serve as a reference for other countries in the region who share similar cultural and socioeconomic development and future goals as Taiwan.

show abstract

How situational interest affects individual interest in a STEAM competition

Cited by 23 publications

References 35 publications

Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?

Epistemic Curiosity and Situational Interest: Distant Cousins or Identical Twins?

Raising the quality of designers’ professional training through STEAM and CLIL

From STEAM to CHEER: A Case Study of Design Education Development in Taiwan

Contact Info

Product

Resources

About