Interest is an important learning goal and positively related to other variables like achievement and future vocational choices. However, a decrease of students´ interest over the course of secondary school in STEM-related subjects is reported repeatedly. According to the Four-Phase Model of Interest Development (Hidi and Renninger 2006), situational interest, which is a psychological state of attention, is an adequate focus to promote student interest. Research in the field of possible triggers is extensive and various. In this context, little is known about relations between instructional quality and specific sequences of lessons like practical explore-phases, respectively, and students’ situational interest. In order to gain knowledge about these interrelations, an observational study in chemistry lessons was conducted. Based on classroom observations, a multilevel analysis was used to examine potential couplings. Regarding instructional quality, negative relations were detected for classroom management and understanding orientation, while positive relations were found for structuring and fostering. Moreover, experimental phases were shown to have a positive coupling to students’ situational interest, while theoretical phases seem to have a negative one. No systematic relations were noted for engage and explain phases. Possible implications for research and teaching in schools are discussed.
Translated title of the contributionI actually find chemistry interesting, but sometimes not—couplings between characteristics of chemistry lessons and students’ situational interest
Original languageGerman
JournalUnterrichtswissenschaft
ISSN0340-4099
DOIs
Publication statusE-pub ahead of print - 28.10.2021

    Research areas

  • Domain-specific learning in kindergarten and school - Situational interest, Observational study, Instructional quality, Multilevel analysis, Instructional phases

ID: 1696602