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
AuthorsJack, Brady Michael and Lin, Huann-shyang
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.

Year2014
JournalScience Education
Journal citation98 (5), pp. 792 - 814
PublisherWiley Periodicals
ISSN0036-8326
Digital Object Identifier (DOI)https://doi.org/10.1002/sce.21119
Scopus EID2-s2.0-84906078663
Page range792 - 814
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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