Igniting and sustaining interest among students who have grown cold toward science
Journal article
Jack, Brady Michael and Lin, Huann-shyang. (2014). Igniting and sustaining interest among students who have grown cold toward science. Science Education. 98(5), pp. 792 - 814. https://doi.org/10.1002/sce.21119
Authors | Jack, Brady Michael and Lin, Huann-shyang |
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Abstract | In the wake of interest‐study research in science education over the past 10 years, investigators have published many articles on how to define, measure, and develop students’ interest in learning science. This present study approaches empirical investigations on students’ interest in learning science from a different perspective. We argue that when three specific instructional strategies are combined, they form the Interest Combustion Triangle (ICT), which ignites and sustains interest in learning science among students who have grown cold toward science content. A future research agenda proposing a newly modified instructional strategy called the K‐W‐L2‐R Strategy Tool for providing science teachers and research investigators with a practical method for operationalizing and testing the ICT within the classroom context is also proposed. |
Year | 2014 |
Journal | Science Education |
Journal citation | 98 (5), pp. 792 - 814 |
Publisher | Wiley Periodicals |
ISSN | 0036-8326 |
Digital Object Identifier (DOI) | https://doi.org/10.1002/sce.21119 |
Scopus EID | 2-s2.0-84906078663 |
Page range | 792 - 814 |
Research Group | School of Education |
Publisher's version | File Access Level Controlled |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/892w3/igniting-and-sustaining-interest-among-students-who-have-grown-cold-toward-science
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