umu.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Knowing more about things you care less about: cross-sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry
Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany. (DoLIS)
Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany. (DoLIS)
Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education, Kiel, Germany. (DoLIS)
Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik. (DoLIS, UmSER)ORCID-id: 0000-0002-1535-873X
2019 (Engelska)Ingår i: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 56, nr 2, s. 184-210Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross‐sectional paper‐and‐pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject‐related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands‐on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper‐secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding.

Ort, förlag, år, upplaga, sidor
John Wiley & Sons, 2019. Vol. 56, nr 2, s. 184-210
Nyckelord [en]
chemistry education, conceptual understanding, interest
Nationell ämneskategori
Didaktik
Forskningsämne
kemididaktik
Identifikatorer
URN: urn:nbn:se:umu:diva-152502DOI: 10.1002/tea.21475ISI: 000455777100005Scopus ID: 2-s2.0-85052955106OAI: oai:DiVA.org:umu-152502DiVA, id: diva2:1254223
Forskningsfinansiär
Vetenskapsrådet, 721-2013-2180Tillgänglig från: 2018-10-08 Skapad: 2018-10-08 Senast uppdaterad: 2019-02-08Bibliografiskt granskad

Open Access i DiVA

fulltext(677 kB)149 nedladdningar
Filinformation
Filnamn FULLTEXT02.pdfFilstorlek 677 kBChecksumma SHA-512
09239673c940d0469845f78b8c1826cbdc4c0c21426bd1051bee19f6fc22ab748045486008176d36a870d0fe945f867362e1ca3d8332bb5b6370754310874e39
Typ fulltextMimetyp application/pdf

Övriga länkar

Förlagets fulltextScopus

Sök vidare i DiVA

Av författaren/redaktören
Winberg, Mikael
Av organisationen
Institutionen för naturvetenskapernas och matematikens didaktik
I samma tidskrift
Journal of Research in Science Teaching
Didaktik

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 162 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 199 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf