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Student Interest (student + interest)
Selected AbstractsStudent interest generated during an inquiry skills lessonJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2009David H. Palmer Abstract "Situational interest" is a short-term form of motivation which occurs when a specific situation stimulates the focused attention of students (e.g., a spectacular science demonstration could arouse transient interest amongst nearly all the students in a class, even those who are not normally interested in science). However, there have been very few studies of situational interest and its potential to motivate students in science classrooms. The purpose of this project was to investigate situational interest and its sources. Small groups of grade 9 students participated in a science lesson which focused on inquiry skills, and data were obtained on their interest levels and sources of interest. The results indicated that interest arousal was substantial but did fluctuate throughout the lesson, according to the types of activities in which students were involved. The main source of interest was novelty, although choice, physical activity, and social involvement were also implicated. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 147,165, 2009 [source] The Role of Interest in Fostering Sixth Grade Students' Identities As Competent LearnersCURRICULUM INQUIRY, Issue 1 2000Jean C. Mcphail The combined works of John Dewey and Jerome Bruner provide a framework spanning a century of educational thought which can inform curriculum decisions concerning students' educational development, especially for middle school students whose waning of motivation toward school has been well documented by researchers and has long concerned parents and teachers. This framework, combined with recent contributions of motivation and interest researchers, can create broad understandings of how to collaboratively construct effective educational contexts. As early as 1913, Dewey specifically looked at the pivotal role of students' genuine interests in Interest and Effort in Education. Our current research focus on how students' interest can inform curricular contexts marks the recent shift showing an increased use of interest in education research since 1990. In this article, we discuss our study of a team-taught double classroom of sixth grade students whose interests were determined through a series of brainstorming sessions, and individual and focus group interviews. Students' interests fell into six categories centering around subject areas such as Drama, Science, and Animal Studies. Learning contexts were constructed around four of these subject areas. Students participated in their first or second choice of subject area group. We found significantly higher scores on measures of Affect and Activation if students participated in their first choice group. We found intra-group unities of preferred and dispreferred ways of learning which distinguished each group from the class as a whole. Finally, our findings indicated that students reliably described their genuine interests over time. Students' interests were found to be effective tools for informing curriculum decisions in the creation of sixth grade learning contexts. [source] Using current consumer issues to involve students in researchINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2008Elizabeth B. Carroll Abstract The value of involving students in research has been well documented. By including students in research, active and independent learning opportunities are provided, the importance of inquiry and investigation is emphasized, and connections between course material and the discipline become evident. Relevant opportunities for involving students in research projects can sometimes be elusive. Faculty time constraints limit the number of projects that can be undertaken and the number of students involved. Furthermore, many students become intimidated when told that they are required to carry out a research project. The purpose of this study was to use current consumer issues to involve undergraduate students in a relevant research project. The research project was implemented in class settings with teams of students. Faculty selected contemporary consumer issues based upon perceived student interest and experiences as consumers. By using issues of high relevance and familiarity to students and using the team approach within a course that faculty members were already assigned to teach, the issues of time constraint for the faculty members and increased levels of comfort for students were addressed. Prior to undertaking the project, students were instructed in appropriate research methods. Research methods utilized included student development of survey instruments, collection and recording of data, interpretation of data and presentation of results. Students became familiar with various research practices. By working as team members, the students' comfort level for being involved in research increased; however, other common group challenges arose. Relevant, contemporary consumer issues carry high relevance and interest for student groups, helping generate enthusiasm for the research process. The focus on involving students in research continues to be emphasized. By using research topics related to student's experiences as consumers, students are more readily engaged in undertaking research projects. Through these relevant research projects, students' consumer decision making is positively impacted. [source] Interest in Geriatric Medicine in Canada: How Can We Secure a Next Generation of Geriatricians?JOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 3 2006FRCP(C), Laura L. Diachun MEd In Canada, there is minimal training of geriatrics for physicians, a shortage of geriatricians, and extremely low numbers of students entering geriatrics. This study explored student interest in and barriers and enticements to geriatric medicine as a career choice. Medical students attending a university in Ontario, Canada, were surveyed in their first year (N=121), after a geriatric education session, and again in their second year (N=118) about their interest in a career in geriatrics. In the first year, less than 20% of students were interested in geriatrics; in the second year this decreased to 16%. In both years, female students were more interested than male students. Those students interested in geriatrics had higher hopes that their practice would involve primarily adults and seniors. Students not interested in geriatrics rated performing procedures and technical skills, not wanting to work with chronically ill patients, and caring for younger patients as important practice characteristics. Although the importance of prestige was low for all students, it was significantly higher for those not interested in geriatrics. Although changes to prestige, income, lifestyle, and length of residency training were identified as potential enticements to geriatrics, they were not major deterrents to a career in geriatrics. The findings suggest strategies that may affect student interest in geriatrics, such as increased and early student exposure to geriatrics with emphasis on fostering and nurturing student interest, consideration of various enticements to this specialty, and the development of health system,specific solutions to this problem. Knowledge of student and practice characteristics that increase the likelihood of selecting geriatrics as a specialty may allow for early identification and support of future geriatricians. [source] Early Adolescents Perceptions of Health and Health Literacy,JOURNAL OF SCHOOL HEALTH, Issue 1 2007Stephen L. Brown PhD ABSTRACT Background:, Health illiteracy is a societal issue that, if addressed successfully, may help to reduce health disparities. It has been associated with increased rates of hospital admission, health care expenditures, and poor health outcomes. Because of this, much of the research in the United States has focused on adults in the health care system. This study investigated the effect of aspects of health literacy on the motivation to practice health-enhancing behaviors among early adolescents. Methods:, Measures were generally based on 3 National Health Education Standards for grades 5-8. Data were obtained from 1178 9- to 13-year-old students visiting 11 health education centers in 7 states. Students responded via individual electronic keypads. Results:, Multivariate logistic regression revealed that, in addition to age, difficulty understanding health information and belief that kids can do little to affect their future health, decreased the likelihood for interest in and desire to follow what they were taught about health. Further, low interest independently decreased motivation to follow what was taught. Girls were more likely to turn to school, parents, and medical personnel for health information. Older students were more likely to turn to school and to the Internet. Conclusions:, Programs and curricula should be designed to increase student interest in health issues and their self-efficacy in controlling their own health destinies. Educators should also teach students to more effectively use nonconventional health information sources such as the Internet, parents, and medical professionals. [source] Reciprocity within biochemistry and biology service-learningBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 3 2009Amy J. Santas Abstract Service-learning has become a popular pedagogy because of its numerous and far-reaching benefits (e.g. student interest, engagement, and retention). In part, the benefits are a result of the student learning while providing a service that reflects a true need,not simply an exercise. Although service-learning projects have been developed in the areas of Biochemistry and Biology, many do not require reciprocity between the student and those being served. A reciprocal relationship enables a depth in learning as students synthesize and integrate their knowledge while confronting a real-life need. A novel reciprocal service-learning project within a three-semester undergraduate research course in the areas of Biochemistry and Biology is presented. The goal of the project was agreed upon through joint meetings with the partner institution (The Wilds) to develop an in-house competitive ELISA pregnane diol assay. Student progress and achievements were followed through the use of rubrics and progress-meetings with The Wilds. A portfolio provided a visual of progress as it contained both the written assignments as well as the rubric. The article describes a specific reciprocal biochemistry and biology service-learning project and provides recommendations on how to adapt this service-learning design for use in other research courses. [source] Kanada: Deutschstudien im Wandel , von neuen Gegebenheiten zu Ansätzen einer SelbsterneuerungDIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 1 2010Anette Guse This contribution describes the situation of the German profession in Canada, by presenting the latest trends in trans-institutional cooperation, curriculum development, the job market, and promotion of the discipline. The author suggests that the adaptation to new realities, such as changes in student interests and the continuing cutbacks of resources, has resulted in the modernization of German programs and more effective strategies of self-marketing. Rather than succumbing to resignation, the article highlights the need to capitalize on traditional strengths as well as the demand to pursue interdisciplinary work and to embrace the concept of collaboration with other departments. [source] Walter Cronkite High School: A Culture of Freedom and ResponsibilityLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2006Catherine Cobb Morocco Walter Cronkite High School is a comprehensive high school of nearly 4,000 students, located in New York City. The population of students with disabilities includes many students with severe and low-incidence disabilities, including 70 students with visual or hearing impairments and 20 students with orthopedic impairments. Cronkite High School's academic program reflects the belief that if students with disabilities can choose among a motivating set of intellectual options, receive appropriate academic support, and assume responsibility for their learning, they will be successful. The school puts that belief into practice through an "assembled puzzle" of academic opportunities, academic supports, and social opportunities designed to respond to highly varied student interests and academic needs. We describe "how the school works" through case studies of three students with learning disabilities and through an analysis of the high school transcripts of 36 students with disabilities who are recent graduates. [source] The Role of Interest in Fostering Sixth Grade Students' Identities As Competent LearnersCURRICULUM INQUIRY, Issue 1 2000Jean C. Mcphail The combined works of John Dewey and Jerome Bruner provide a framework spanning a century of educational thought which can inform curriculum decisions concerning students' educational development, especially for middle school students whose waning of motivation toward school has been well documented by researchers and has long concerned parents and teachers. This framework, combined with recent contributions of motivation and interest researchers, can create broad understandings of how to collaboratively construct effective educational contexts. As early as 1913, Dewey specifically looked at the pivotal role of students' genuine interests in Interest and Effort in Education. Our current research focus on how students' interest can inform curricular contexts marks the recent shift showing an increased use of interest in education research since 1990. In this article, we discuss our study of a team-taught double classroom of sixth grade students whose interests were determined through a series of brainstorming sessions, and individual and focus group interviews. Students' interests fell into six categories centering around subject areas such as Drama, Science, and Animal Studies. Learning contexts were constructed around four of these subject areas. Students participated in their first or second choice of subject area group. We found significantly higher scores on measures of Affect and Activation if students participated in their first choice group. We found intra-group unities of preferred and dispreferred ways of learning which distinguished each group from the class as a whole. Finally, our findings indicated that students reliably described their genuine interests over time. Students' interests were found to be effective tools for informing curriculum decisions in the creation of sixth grade learning contexts. [source] Experiencing Globalization: Active Teaching and Learning in International Political EconomyINTERNATIONAL STUDIES PERSPECTIVES, Issue 1 2001Louise Amoore This article explores the teaching and learning challenges for the discipline of international studies (IS) that arise from the contemporary social, economic, and political changes usually labeled "globalization." The focus is upon the challenge posed to IS by a transformation in the nature of the relationship of teachers and students to the subject matter that they study: that is, teachers and students increasingly experience and contribute to globalization in the course of their daily lives as they simultaneously teach and learn about it. Significantly for the study of globalization in IS, pedagogical debates surrounding active teaching and learning highlight the potential for strategies that actively engage students' interests and everyday experiences with the subject itself. On this basis, the article outlines some potential routes into the active teaching and learning of globalization in the field of international political economy, illustrating these with examples from classroom activities and exercises. [source] | ||||||||||||||||