Interest and Identity Development in Instruction: An Inductive Model

Abstract

An inductive model is proposed that suggests that support for the development and deepening of interest can be aided by knowledge of identity development. The model suggests that instructional practice would be usefully informed were educators (e.g., teachers, parents, museum curators, counselors) to have information about both the phase of a learner's interest and age-related expectations about their identity development, when working to promote learning of particular disciplinary content. Research describing phases in the development of interest and the age-related challenges and expectations specific to self-representation is reviewed, followed by evidence from the literature that provides preliminary support for the model. Research directions needed to challenge and refine the model follow.

Student experience of school science

“…Although the majority of respondents (45%) indicate a personal interest in science, a sizeable 40% indicates that initial experience with school or an education-based activity such as science competitions were influential in their choice of science. Renninger (2009) claims that interest develops in relation to available experiences and to how learners perceive, understand and represent these experiences. This point has helps define school science experiences in the context of this study -it is the thoughts, beliefs and feelings about the learning of school science.…”

Temporal Flexibility in Online University Courses in Spain and Australia

“…Kaplan and Flum (2010) identify a similar difference in students' orientation towards identity development: Those students who have more explicit goals regarding their self development tend to enjoy achievement situations more and more actively seek for situations in which they can develop themselves further. Combined with new insights into the relation between identity development and interest development (Renninger, 2009), a powerful foundation for understanding the motivational basis for self-guided long-term learning in young people is emerging.…”

Observing and Measuring Interest Development Among High School Students in an Out-of-School Robotics Competition

“…While positive feelings play an important role in both phases of individual interest, it is differences in stored knowledge and value that define the distinction between emerging and well-developed individual interest. Empirically driven descriptive characteristics of each phase of interest provide guidance for distinguishing between these two phases 16 .…”

“…Their lack of knowledge and experience can make it difficult to generate their own curiosity questions 19 , find resources to wrestle with challenges 7 , measure their work against what is already known 5 , and effectively engage with others in the domain 20 . Support from peers, mentors, and teachers, which can be seen as a type of scaffolding 21,22 , assist with increasing stored knowledge and value 7,16 and allow relative novices or newcomers to engage in meaningful ways. As novices become more practiced they are able to fade these supports and drive much of their own learning, exploration and engagement 23 .…”

“…Furthermore, a person may need critical early support for understanding how and why knowledge of this domain has value 24 . This transition towards greater stored knowledge and value is what defines the evolution of an emerging individual interest into a well-developed individual interest and is the mechanism by which interest develops at higher levels 5,16 . Thus, it is important that an in-depth study of the mechanism by which interest is developed, must include attention to the details of how a person is supported within and enculturated by members of existing communities of practice.…”