Journal article
Engendering situational interest through innovative instruction in an engineering classroom: what really mattered?
Instructional science, Vol.45(6), pp.789-804
12/2017
Handle:
https://hdl.handle.net/2376/122235
Abstract
Instructors often try out innovative interventions (INTRs) in their classrooms to promote student engagement and learning interest. While such efforts are commendable, thinking through how individual and environmental characteristics influence interest development in learners is crucial to meeting such teaching objectives. In this study, we examined the role of personal interest, students’ perceptions of meaningfulness (MNG) and the instructional utility of an innovative hands-on learning module in the development of triggered and maintained situational interests in an engineering classroom that used hands-on learning modules. Participants were undergraduate students enrolled in an engineering classroom who were taught fluid mechanics concepts using an innovative instructional approach. Results of the study indicate that the instructional INTR and the MNG learning material were significant predictors of situational interest. Theoretical and practical implications of the findings are discussed.
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Details
- Title
- Engendering situational interest through innovative instruction in an engineering classroom: what really mattered?
- Creators
- Nathaniel Hunsu - College of Engineering University of Georgia Athens GA 30602 USAOlusola Adesope - Educational Leadership, Sport Studies, Educational and Counseling Psychology Washington State University Pullman WA 99164-4530 USABernard Van Wie - Voiland School of Chemical Engineering and Bioengineering Washington State University Pullman WA 99164-6515 USA
- Publication Details
- Instructional science, Vol.45(6), pp.789-804
- Academic Unit
- Education, College of
- Publisher
- Springer Netherlands
- Grant note
- IUSE 1432674 / National Science Foundation (http://dx.doi.org/10.13039/100000001)
- Identifiers
- 99900601053101842
- Language
- English
- Resource Type
- Journal article