Results and Perspectives from the Rose Project

Sjøberg, Svein; Schreiner, Camilla

doi:10.1007/978-94-6091-900-8_9

Cited by 45 publications

(51 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The similar finding was found in the study by Ozkal, Tekkaya and Cakiroglu (2009) that the elementary school students scored at the highest rate for the personal relevance variable by giving the most emphasize to relevance to everyday life. In addition, Sjøberg and Schreiner (2012) stated that school science should be context-based; in other words some scientific issues could be applied and relevant in one context but not in another. The findings of this study also support this claim that personal relevance of students to scientific issues could be locally, appropriate local scientific issues could be discussed in classroom environment with students in order to increase their awareness to science and purpose of science learning.…”

Section: Discussionmentioning

confidence: 99%

Student Motivation in Constructivist Learning Environment

Çetin-Dindar

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The purpose of this study was to investigate the relation between constructivist learning environment and students' motivation to learn science by testing whether students' selfefficacy in learning science, intrinsically and extrinsically motivated science learning increase and students' anxiety about science assessment decreases when more opportunities for personal relevance, student negotiation, shared control, critical voice, and uncertainty for scientific knowledge is provided. Constructivist Learning Environment Survey and Science Motivation Questionnaire were administered to 243 elementary school students. The hypothesized model for students' motivation to learn science in their perceived learning environment was tested via LISREL. The results revealed that the students were negatively motivated to learn science in more constructivist learning environment. On the other hand, the findings indicated that the students were more motivated to learn science when they had more opportunities in relating science with the real world issues. Therefore, science educators should emphasize more on the connectedness of science at school to real life for motivating students to learn science.

show abstract

Section: Discussionmentioning

confidence: 99%

Student Motivation in Constructivist Learning Environment

Çetin-Dindar

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…The problems are related to five different topics (i.e., medical drugs, soaps and detergents, fuels, energy drinks, and fat) and are presented in three different contextualised settings (i.e., personal, societal, and professional context). The reasons for the choice of topics are related partly to the ROSE project, e.g., where students claim that soaps and detergents is a topic of low interest and the conclusion is therefore drawn that students do not find everyday-life connections interesting (Sjøberg and Schreiner 2012). The reason for the choice of the contextual settings is related to studies presenting how the settings can fit into chemistry education (de Jong 2008; de Jong and Taber 2014).…”

Section: Methodsmentioning

confidence: 99%

“…For example, the name of the widely cited, and by Swedish teachers rather well-known, Relevance of Science Education (ROSE) project (e.g. Jenkins and Nelson 2005;Sjøberg and Schreiner 2012) indicates a focus on relevance but its results are often framed in terms of interest. When defining relevance in the context of their project, Schreiner and Sjøberg (2004) state that they use it as a broad concept but could equally well have used the terms meaningful, motivating, interesting, engaging or important.…”

Section: Relevancementioning

confidence: 99%

Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems

Broman

Bernholt

Christensson³

2020

Research in Science & Technological Education

View full text Add to dashboard Cite

Background: To make students more interested and engaged in science, new teaching approaches have been developed aiming at higher order thinking. Context-based learning approaches emanate from an idea that science content knowledge should be presented in a relevant context for students to improve their learning outcomes as well as making them more engaged in science. Previous research on context-based learning approaches has shown positive results; however, researchers and teachers need to explicitly consider which aspects of the contextual settings young students perceive as interesting and relevant to improve chemistry education. Purpose: In this paper, the constructs of 'interest' and 'relevance' are explored to analyse which aspects of open-ended chemistry problems engage students. Sample and Design: Both qualitative interview data and quantitative survey data are elaborated on in three subsequent studies with Swedish upper secondary chemistry students. Students' statements when discussing contextualisation of chemistry problems are analysed in relation to analytical frameworks to explore students' perceived interest and relevance. Results: The results highlight the importance of connections to personal dimensions in chemistry to make students more engaged and interested in chemistry. The language of the context-based problems is also found essential as the students indicate triggerwords in the tasks influencing perceived interest and relevance. This in combination with students' distinction between high interest as a positive feeling, and high relevance as something important or worthwhile, are important results from this study. Conclusion: From the results, conclusions are drawn to help researchers and teachers develop chemistry problems aiming for higher order thinking, but at the same time are found interesting and relevant for the students.

show abstract

“…There is a long tradition from the 1960s onward of studying student interest, motivation, attitudes toward science learning, and quality of science teaching (Bennett, Hogarth, & Lubben, ; Hidi, Renninger, & Krapp, ; Osborne et al, ; Sjøberg & Schreiner, ). Research on student interest and motivation has revealed that science in general is interesting to students, but most students, especially girls, do not find school science and technology or careers in these fields interesting (Tytler, Osborne, Williams, Tytler, & Cripps Clark, ; Woolnough, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…What is particularly useful regarding the Krapp and Prenzel () conception of interest and that of others (see Bennett et al, ; Hidi & Renninger, ; Osborne et al, ; Schraw, Flowerday, & Lehman, ; Sjøberg & Schreiner, ) is that interest is not a general disposition but rather is defined by context and by the characteristics of a specific task or activity. Lavonen et al () has extended this idea of interest to science education, defining situational interest as encompassing content, context, task, and (prior) knowledge and skills.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Investigating optimal learning moments in U.S. and finnish science classes

Schneider

Krajcik

Lavonen³

et al. 2015

J Res Sci Teach

111

View full text Add to dashboard Cite

This study explores how often students are engaged in their science classes and their affective states during these times, using an innovative methodology that records these experiences in situ. Sampling a subset of high schools in the U.S. and Finland, we collected over 7,000 momentary responses from 344 students over the course of a week. We examine engagement within and between students in different environments identifying common social and emotional factors they may be experiencing in their science classes, suggesting the challenges that the U.S. and Finland may encounter when implementing their new science standards (i.e., Next Generation of Science Standards and Finnish National Core Curriculum). We operationalize engagement as situational when students experience high levels of challenge, skill, and interest, which we term as optimal learning moments. Specifically we analyze: (i) the components of optimal learning; (ii) the relationship of optimal learning with other subjective measures; (iii) how optimal learning moments in science classes compare to other academic classes; and (iv) the extent that optimal learning moments predict an individual's perception of importance to self and future in science classes. Using several multivariate models, results show that when students are challenged in their classes and are appropriately skilled they are more likely to feel confident, successful, and happy during specific science classes as well as in other academic classes. When students experience more times of optimal learning in their science classes they are more likely to report that they perceive science as important to them and their futures. Females, however, report being more stressed in their science classes than males. # 2015 Wiley Periodicals, Inc.

show abstract

Results and Perspectives from the Rose Project

Cited by 45 publications

References 1 publication

Student Motivation in Constructivist Learning Environment

Student Motivation in Constructivist Learning Environment

Relevant or interesting according to upper secondary students? Affective aspects of context-based chemistry problems

Investigating optimal learning moments in U.S. and finnish science classes

Contact Info

Product

Resources

About