Research on Interest in Science: Theories, methods, and findings

Krapp, Andreas; Prenzel, Manfred

doi:10.1080/09500693.2010.518645

Cited by 608 publications

(567 citation statements)

References 41 publications

Supporting

Mentioning

418

Contrasting

Unclassified

Order By: Relevance

“…According to Osborne et al (2003), physics-albeit perceived as useful-is the least interesting for students compared to chemistry and biology. In the developmental trend of declining interests during secondary school (e.g., Jacobs, Lanza, Osgood, Watt, 2004), the observed decline is most prominent for physics and chemistry (see Krapp & Prenzel, 2011).…”

Section: Student Interest In Physicsmentioning

confidence: 99%

“…Thus, the present study cannot account for the possibility of teachers' motivation as well as students' interest varying regarding different topics. Whereas there seems to be evidence that students' interest varies with respect to different topics and activities (H€ aussler, Hoffmann, Langeheine, Rost, & Sievers, 1998; see also Krapp & Prenzel, 2011), teacher motivation is generally considered on a domain-specific level but not further differentiated with regards to topics within the domain (for an overview on teacher motivation research, see Richardson et al, 2013). Thus, the present approach is consistent to previous approaches, allowing us to compare our findings to previous findings (such as those of .…”

Section: Study Strengths and Limitationsmentioning

confidence: 99%

See 1 more Smart Citation

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

View full text Add to dashboard Cite

This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

show abstract

Section: Student Interest In Physicsmentioning

confidence: 99%

Section: Study Strengths and Limitationsmentioning

confidence: 99%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

View full text Add to dashboard Cite

show abstract

“…Interest and motivation Krapp and Prenzel (2011) argue that interest level and the course of interest development in science subjects depends strongly on the perceived attractiveness of the curriculum's lesson content and on the manner in which scientific knowledge is presented and taught. The implication of this possibility is that interest development in science may be related to experience of school science.…”

Section: Self-efficacymentioning

confidence: 99%

“…Krapp & Prenzel, 2011;Pritchard, 1935;Woolnough, 1994). From 2000 onwards, much has been written particularly about the relevance of the science curriculum to students' lives (e.g.…”

Section: Science Curriculummentioning

confidence: 99%

Student experience of school science

Shirazi

2017

International Journal of Science Education

View full text Add to dashboard Cite

This paper presents the findings of a two-phase mixed methods research study that explores the link between experiences of school science of post-16 students and their decisions to take up science for their higher studies. In the first phase, students aged 16-17 (n = 569) reflected on the past five years of their school science experience in a quasi-longitudinal approach to determine a typology of experiences. The second phase entailed data collection through interviews of a sample of these students (n = 55) to help triangulate and extend findings from the first phase. Students taking up science post-16 reported significantly more positive experiences of school science than students who had decided not to take science further. Of school-related factors influencing experiences of school science curriculum content was the most important followed by being interested and motivated in the subject. There is evidence that interest and motivation in science depend on teacher practice and the perception of science as a difficult subject. ARTICLE HISTORY

show abstract

“…Anderman and Wolters 2006;Hidi and Anderson 1992;Krapp, Hidi, and Renninger 1992;Krapp and Prenzel 2011). With regard to a reading event this can be interpreted as a distinction between a stable vs. context-specific positive orientation towards a particular topic (Conradi et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Investigating EFL learners’ situational and perceived interest in reading different types of texts

Chodakiewicz

2016

View full text Add to dashboard Cite

A b s t r a c t. This paper reports a classroom-based empirical study that aimed to establish the level of situational and perceived interest generated by EFL learners while reading three types of texts (General Comprehension, Culture Focus and Narrative texts). Situational interest was defined as comprising five Sources of Interest, that is Text Cohesion, Prior Knowledge, Engagement, Ease of Recollection, and Emotiveness. The analysis of the students' ratings of the questionnaire statements for the particular texts has revealed the main effect of Text Type, with the highest level of the students' interest gained for Narrative texts. The level of interest was also dependent on Sources of Interest, with the highest mean gained for Cohesion. Narrative was the type of text perceived by the students as the most interesting of the three they worked with. The results of the study showed that the role of situational and perceived interest in reading different text types needs to be adequately approached by FL specialists as a vital factor in reading and learning tasks.Key words: reading in a foreign language; text types; Sources of Interest; situational interest; perceived interest; cohesion.Interest is not an easy concept to understand and define for second/foreign language teachers, despite the fact that they often use it while describing teaching materials, activities, learners' responses, to mention a few, with reference to a variety of educational settings characterized by different proficiency levels. Interest, undoubtedly, plays an essential role in processing reading texts with the goal of comprehension and learning, as well as in deDr hab. HALINA CHODKIEWICZ, prof. UMCS -English Language Acquisition and Teaching Department, Institute of English Studies, Maria Curie-Skłodowska University; address for correspondence: Pl. M. Curie-Skłodowskiej 4, PL 20-031 Lublin; E-mail: hachod@hektor.umcs. lublin.pl HALINA CHODKIEWICZ 8 veloping L2/FL literacy skills. As a theoretical background, this paper will first address the construct of interest and its types as espoused and explained by educational experts. What will be focused on is situational interest, that is a psychological state that can be attributed to a reader processing a particular text at a given time as well as interest as perceived by readers themselves. The empirical part of the paper will report a classroom-based study, which aimed to explore situational and perceived interest generated by the students while reading different types of texts. Having read a sequence of selected texts, the participants of the study, EFL secondary school learners, were instructed to rate their interest in each text by filling in a questionnaire (adapted from Brantmaier 2006). The questionnaire items assessed the students' situational interest in terms of five dimensions, labeled Sources of Interest, namely text cohesion, prior knowledge, engagement, ease of recollection, and emotiveness, as well as in terms of their Perceived Interest. As situational and perceived interest ha...

show abstract

Research on Interest in Science: Theories, methods, and findings

Cited by 608 publications

References 41 publications

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

Student experience of school science

Investigating EFL learners’ situational and perceived interest in reading different types of texts

Contact Info

Product

Resources

About