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The majority of current developmental models prioritise a pedagogical approach to knowledge acquisition in infancy, in which infants play a relatively passive role as recipients of information. In view of recent evidence, demonstrating that infants use pointing to express interest and solicit information from adults, we set out to test whether giving the child the leading role in deciding what information to receive leads to better learning. Sixteen-month-olds were introduced to pairs of novel objects and, once they had pointed to an object, were shown a function for either the object they had chosen, or the object they had ignored. Ten minutes later, infants replicated the functions of chosen objects significantly more than those of un-chosen objects, despite having been equally visually attentive during demonstrations on both types of objects. These results show that offering information in response to infants’ communicative gestures leads to superior learning (Experiment 1) and that this difference in performance is due to learning being facilitated when infants’ pointing was responded to, not hindered when their pointing was ignored (Experiment 2), highlighting the importance of infants’ own active engagement in acquiring information. [ABSTRACT FROM AUTHOR]

Background: Despite the fact that there are a few instruments designed to measure dispositional and contextual variables in educational contexts, the goal of this study is to elaborate and validate two questionnaires to measure learning interest, effort and progression as dispositional (IEPA) and contextual (AYEs) variables in secondary education students. Method: An initial version of both scales was developed. They were reviewed by a panel of experts and tested on two pilot studies. The final versions were administered to the described sample and their psychometric properties were tested. Factor analyses (exploratory and confirmatory) were conducted on three sets of data: Mathematics (n = 290), Spanish Language and Literature (n = 283), and Physical Education (n = 289). Results: Both final scales had three dimensions with four items in each dimension. All standardized loads and critical values of t were overwhelmingly positive, while alpha coefficients ranged from .85 to .91. Both scales showed adequate construct validity, convergent validity, discriminant validity and concurrent validity. Conclusions: Results showed that these new scales have adequate psychometric properties, allowing a valid and reliable assessment. [ABSTRACT FROM AUTHOR]

The purpose of this study was to test a model linking interest, engagement, and performance. The study assessed three types of situational interest (triggered, maintained-feeling, and maintained-value), behavioral engagement, behavioral disaffection, and performance in Spanish language classes. These variables were assessed in the classroom over a nine-month period on a sample of 565 Spanish secondary students aged 12 to 17 years (mean age = 13.78 years; SD = 1.14). A series of structural equation models revealed that the three types of situational interest significantly predicted engagement, disaffection, and performance; engagement and disaffection also predicted performance; as hypothesized, engagement and disaffection mediated the effects of situational interest on academic performance. To conclude, the implications of these findings are discussed in the light of current theory of interest and educational intervention programmes. [ABSTRACT FROM AUTHOR]

The world has become increasingly complex. Curriculum methods for the gifted are likewise. Extracted from these seminal and ongoing curriculum approaches are six rules based on best practices and research from our field, which can be grasped easily and applied by teachers anywhere. When teachers work from a set of principles they can adapt to needs of students and support growth, regardless of context. Using principles strengthens teaching and supports gifted students, and perhaps all students. The six principles include: a) focus on unique pattern of strengths, b) group students by interests or abilities at least part of the time, c) move as far and as fast in the basic skills as possible, d) enrich individual interests, e) offer mediation, counseling, mentoring and facilitation, and f ) provide the tools for life-long learning. Keywords: Gifted, talented, curriculum methods. [ABSTRACT FROM AUTHOR]

This study examined the nature of college students' interest or lack of interest in science and the factors to which they attributed their interest or lack of interest. Twenty-four college students were interviewed to gain an understanding of their ideas and experiences of science; their overall interest in science; their interest levels in four aspects of science: (1) learning science facts/ concepts in school, (2) learning science facts/concepts outside of school, (3) figuring out scientific knowledge in school, and (4) figuring out scientific knowledge outside of school; and the factors to which they attributed their interest or lack of interest in science. The constant comparative method of qualitative analysis was used for data analysis. The findings revealed that most students had different levels of interest in the four aspects of science. Almost all students who identified themselves as uninterested in science were very interested in some areas of science in some contexts. Reasons to account for the different levels of interest in different aspects of science and implications for education are discussed. [ABSTRACT FROM AUTHOR]

We investigated example choice as a new method for the teaching of formal theoretical principles. Formal principles are presented with several examples from different topics, and students choose the one that interests them most. Example choice might be related to prior knowledge, interest, or perceived control. In an experimental study, we examined the effects of degree of example choice and degree of prior knowledge on interest, perceived control, and learning outcomes in a presentation on confirmation bias. The main finding was that participants who could choose an example showed more interest in the presentation of the formal principle than participants who either were given an example by the experimenter or only saw the presentation. Control was lowest for the group without example choice and without prior knowledge. Finally, prior knowledge, but not example choice, increased performance on a transfer of knowledge task. Example choice thus offers a new approach for closing the gap between formal principles as presented at school and a student's interests. [ABSTRACT FROM AUTHOR]

This paper proposes a framework for assessing the quality of education, based on the outcomes defined in educational standards. The author takes the view that educational standards reflect the mission that schools must fulfill. He explains that the classroom curriculum, derived from educational standards, must customize the learning process to respond to the teaching–learning environment. Defining quality as the extent to which the delivery of the school curriculum realises the learning outcomes defined in the educational standards, the author proposes that quality in education should be evaluated using two approaches: relative achievement assessment and absolute achievement assessment. In elaborating on the two dimensions of assessment on which the model is based, the author highlights the need for greater attention to be paid to values and attitudes in assessing quality of education. [ABSTRACT FROM AUTHOR]

In this paper we draw on our research on interest to explore the questions posed for this special issue. Interest is conceptualized as an affective state that represents students’ subjective experience of learning; the state that arises from either situational triggers or a well-developed individual interest. Drawing on the broad research literature on interest, and using our own findings in relation to the state of interest, we consider how interest represents an integration of affect, motivation and cognition. In particular, how the state of interest brings together motivation in the form of prior goals and interests and focuses them into on-task behavior. We illustrate ways that our research monitoring on-task sequences of affect and behavior, is confronting some of the methodological concerns posed in relation to measurement of affective states. Finally, we examine some of the paths by which triggered states of interest can contribute to productive student engagement with learning. [ABSTRACT FROM AUTHOR]

A micro-level approach to the study of relationships between component processes within self-regulated learning in young adolescent students is described. Using this approach, contingencies between self-regulatory processes can be identified and insight into factors that promote students’ use of self-regulatory strategies can be investigated. Evidence is presented showing how the influence of mastery achievement goals on specific task goals can be mediated by students’ state of interest. Further development of this approach requires consideration of the measurement issues associated with using single items to measure on-task states. Evidence for the reliability and validity of single-item measurement of states is considered in relation to areas of psychological inquiry that regularly use single-item measures and we conclude that further development of these types of measure has the potential to expand our understanding of self-regulated learning. [ABSTRACT FROM AUTHOR]

In our cognitive motivational process model (Vollmeyer & Rheinberg, Zeitschrift für Pädagogische Psychologie, 12:11–23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, European Psychologist, 1:100–122, 1996). In this article we discuss methods with which the model can be tested. Initial motivation with its four factors challenge, probability of success, interest, and anxiety was measured with the Questionnaire on Current Motivation (QCM; Rheinberg, Vollmeyer, & Burns, Diagnostica, 47:57–66, 2001). As an indicator for the functional state we assessed flow with the FKS (Rheinberg, Vollmeyer, & Engeser, Diagnostik von Motivation und Selbstkonzept [Diagnosis of Motivation and Self-Concept], Hogrefe, Göttingen, Germany, 261–279, 2003). We also used different tasks, including a linear system, a hypermedia program, and university-level classes. In general, our methods are valid and with them we found support for our model. [ABSTRACT FROM AUTHOR]

The collision of classical teaching methods with technology was inevitable; now how do we use technology to buttress the goals of analytical thinking and problem solving? This study juxtaposes the dialectical method of Socrates with current technology to demonstrate that time tested techniques can be delivered via new technologies. A pre-test, post-test study (n=239) employing case method concepts was conducted over five semesters. The learning module was created using modified hierarchy with associative structures which allows moderate learner control. Findings indicate that significant learning occurred among all levels of students, and student response was universally positive. Providing some learner control with structure seemed to accommodate student learning in terms of achievement and interest. [ABSTRACT FROM AUTHOR]

The article discusses ways to improve professional development of teachers. The first line of offense when looking for ways to improve as a teacher is through reading and thinking about the professional literature. The teacher is encouraged to involve in a coursework related to their particular area or areas of interest. The coursework, in addition to providing opportunities to recharge their scholarly batteries, will lead to a renewed license and a pay increase. Networking is also encouraged among teachers. There is no better way to know what is normal and what is not than by involving the opinions and ideas of someone with a bit more experience. However, the best learning is that which comes through careful analysis and reflection of one's practice.

Recent research on student learning has given close attention to how students’ experiences and actions are mediated by the whole university learning-teaching environment in which they find themselves. The current article pursues this focus on learning-teaching environments in two stages. Guided by socio-cultural perspectives on learning, the first part:The second part of the article then engages with the task of illustrating how this general framework (which foregrounds disciplinary concerns) can be applied within a specific subject. The framework is employed to structure an account of the insights gained from an ongoing research study concerning: [ABSTRACT FROM AUTHOR]

Undergraduate students in an introductory-level geoscience course successfully designed and conducted a science badge day for the Junior Girl Scouts. With national concerns that girls turn away from science at a young age, a service-learning project was incorporated into a college course with the end result providing a group of girls a positive and fun science-learning experience. A number of science and technology badges exist for the Girl Scouts, yet not many of these badges have been completed because of a lack of confidence the troop leaders have in teaching science and a paucity of scheduled science events for the leaders to take their girls. Junior Girl Scout troops were invited to the Pennsylvania State University Delaware County campus to complete a series of hands-on dinosaur science activities that allowed them to earn theScience in Everyday Lifebadge. At the conclusion of the badge event, the girls reported a greater interest in science, a desire to learn more science, and a desire to complete additional science-related Girl Scout badges. [ABSTRACT FROM AUTHOR]

This paper explores three ways to increase situational interest in the classroom. Situational interest is defined as temporary interest that arises spontaneously due to environmental factors such as task instructions or an engaging text. We review the history of interest research and summarize recent empirical work. We describe three ways to increase interest based on offering meaningful choices to students, selecting well-organized texts that promote interest, and providing the background knowledge needed to fully understand a topic. We conclude with six specific suggestions for increasing situational interest in the classroom. [ABSTRACT FROM AUTHOR]

After a brief historical overview of how interest and its role in learning had been conceptualized, the focus of the paper shifts to the specific relationship between interest and reading. The issues considered are the effect of interest on readers' comprehension and learning, the variables that determine readers' interests, and the specific processes such as attention that may mediate the effect of interest on learning. It is suggested that to allow researchers a better understanding of the mediating variables, dynamic measures of interest are needed in addition to the more traditional self-reports and questionnaires. In the final section of the paper the author discusses the importance of utilizing students' interest in classrooms. [ABSTRACT FROM AUTHOR]

Research has found that interest is related to attention, deeper processing, the use of effortful strategies, feelings of enjoyment, and learning. However, some strategies for creating interest in text materials may interfere with the learning of important information. In this paper, I describe results of a study that used qualitative verbal report measures to identify text characteristics that are most positively and most negatively associated with interest, as well as quantitative measures to investigate how those characteristics are related to learning. Results have implications for curriculum development by contributing to our understanding of how writers of informational text can make important information interesting. The paper concludes with suggestions for pedagogical practice and for future research that may further our understanding of interest and how it might be enhanced in classrooms. [ABSTRACT FROM AUTHOR]

Discusses the role of interest in fostering sixth grade students' identities as competent learners. Study of a team-taught double classroom of sixth grade students; Methods used to classify their interest; Participation in their first or second choice of subject area group.

This article focuses on the management of human service organization. During the exercise, many participants complained that the case was "too academic"; this situation would never happen in the "real world of practice." Some went on to add that they were more interested in learning about applied management techniques such as MBO (management by objective), PERT (program evaluation review technique), and OD (organizational development). Although the interest in sharpening their managerial skills was admirable, unfortunately, few of the participants were able to anticipate the necessity of their understanding the budget exercise. Human service administrators must be proficient in the full range of management activities-planning. organizing, information processing, controlling, coordinating, evaluating, negotiating, staffing, supervising, and budgeting Given the current economic context of agency practice, administrators must also learn to analyze their agencies' key resource areas-financial, human. and physical and to determine the minimum amount needed for each area to provide effective services.

Introduces a series of articles on learning and education published in the 1993/1994 issue of 'The Journal of The Learning Sciences.' Lack of interest in students about learning; Need to restructure learning activities in ways that allow students to pursue the things that interest them most; Definition of goal-based scenario; Examples of goal-based scenario; Strength of goal-based scenario.