The DOI matches its Crossref record; 79 of the 79 references it cites were found in a registry or an index.
Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective
Abstract
Adolescents often pursue learning opportunities both in and outside school once they become interested in a topic. In this paper, a learning ecology framework and an associated empirical research agenda are described. This framework highlights the need to better understand how learning outside school relates to learning within schools or other formal organizations, and how learning in school can lead to learning activities outside school. Three portraits of adolescent learners are shared to illustrate different pathways to interest development. Five types of self-initiated learning processes are identified across these case portraits. These include the seeking out of text-based informational sources, the creation of new interactive activity contexts such as projects, the pursuit of structured learning opportunities such as courses, the exploration of media, and the development of mentoring or knowledge-sharing relationships. Implications for theories of human development and ideas for research are discussed.
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Implications for educational practice of the science of learning and development
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020) · Applied Developmental Science · doi:10.1080/10888691.2018.1537791 · Cited by 2,733
“Choices to learn might include initiating a new project activity, pursuing opportunities for mentoring, deciding to enroll in a formal class, or using technology to engage in personal learning excursions (Barron, 2006; Wigfield & Cambria, 2010).”
BackgroundInfluentialSelf-citationDerry, S. J., Pea, R. D., Barron, B., Engle, R. A., Erickson, F., Goldman, R., Hall, R., Koschmann, T., Lemke, J. L., Sherin, M. G., et al. (2010) · Journal of the Learning Sciences · doi:10.1080/10508400903452884 · Cited by 1,051
Self-citationRevisiting the Conceptualization, Measurement, and Generation of Interest
RENNINGER, K. A., & HIDI, S. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.587723 · Cited by 786
The Promise of the Maker Movement for Education
Martin, L. (2015) · Journal of Pre-College Engineering Education Research (J-PEER) · doi:10.7771/2157-9288.1099 · Cited by 775
(2009) · OAPEN (The OAPEN Foundation) · Cited by 632
Metadata
- Authors
- Barron, B.
- Venue
- Human Development
- Publisher
- S. Karger AG
- Published
- 2006
- Volume
- 49
- Issue
- 4
- Pages
- 193-224
- ISSN
- 0018-716X (ISSN-L)
- 1423-0054
- OpenAlex
- W1992069980
- Cited by
- 964
- References
- 79
- FWCI
- 10.48
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
