The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Research on Interest in Science: Theories, methods, and findings
Open accessAbstract
This article presents an overview of interest research and describes the theoretical and methodological background for the assessment of interest in science in large‐scale assessments like the ‘Programme for International Student Assessment’ (PISA). The paper starts with a short retrospective on the history of interest, bringing out theoretical roots that help to understand recent discussions on interest in science education. As interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science interest and the process of interest development are presented. Based on an overview of typical methods for assessing interests, exemplary findings on students’ interest in science are presented, which play an important role in the current scientific debate. Finally, challenges for future research on interest in science education are discussed.
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Citations
Cites
The four-phase model of interest development
Hidi, S., & Renninger, K. A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_4 · Cited by 4,702
Student engagement in high school classrooms from the perspective of flow theory
Shernoff, D. J., Csikszentmihalyi, M., Shneider, B., & Shernoff, E. S. (2003) · School Psychology Quarterly · doi:10.1521/scpq.18.2.158.21860 · Cited by 1,237
Cited by
Revisiting the Conceptualization, Measurement, and Generation of Interest
RENNINGER, K. A., & HIDI, S. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.587723 · Cited by 786
Potvin, P., & Hasni, A. (2014) · Studies in Science Education · doi:10.1080/03057267.2014.881626 · Cited by 745
Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.05.045 · Cited by 448
Hornberger, M., Bewersdorff, A., & Nerdel, C. (2023) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2023.100165 · Cited by 276
Acosta-Enriquez, B. G., Arbulú Ballesteros, M. A., Huamaní Jordan, O., López Roca, C., & Saavedra Tirado, K. (2024) · BMC Psychology · doi:10.1186/s40359-024-01764-z · Cited by 164
“A person’s knowledge can become an object of interest at any moment; thus, interest is directed toward something [50], such as using a technology, and can become a motivating factor for engaging with it [51].”
Background
Metadata
- Authors
- Krapp, A., & Prenzel, M.
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 2011-01
- Volume
- 33
- Issue
- 1
- Pages
- 27-50
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2002022377
- Cited by
- 817
- References
- 2
- FWCI
- 169.14
- Type
- journal article
- Language
- en
- Open access
- green
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- Krapp, A., & Prenzel, M. (2011). Research on Interest in Science: Theories, methods, and findings. International Journal of Science Education. https://doi.org/10.1080/09500693.2010.518645
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
