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The article focuses on the social concerns of scientists relative to the attitudes of young people towards science. The author states that judging by the words he hears and the vibrations he is getting, attitudes of young people towards science are hostile in varying degrees. Scientists who are socially concerned understand the problems that brought it about, have tried to bring them to public attention, and find solutions to them. Young people believe that science is used for destructive, rather than constructive, purposes.

The objective of this study was to examine how individual interest and knowledge acquisition are causally related. Three hypotheses were tested using a cross-lagged panel analysis ( N = 186) and two quasi-experimental studies ( N = 68 and N = 108) involving students from schools in Singapore. The first hypothesis is the broadly shared standard assumption on the relation between individual interest and knowledge: the more an individual is interested in a topic, the more (s)he is willing to engage in learning. An alternative hypothesis assumes that individual interest is not the cause but the consequence of the process of learning: individual interest as an affective by-product of learning. Finally, a third possibility is that interest and knowledge influence each other reciprocally. The results supported the affective-by-product hypothesis. Our findings seem at variance with commonly held conceptions that being interested guides knowledge attainment. The implications of these findings for interest research are discussed. [ABSTRACT FROM AUTHOR]

In this study we examined change in students' situational interest as a function of student and task characteristics. Fifth- and sixth-graders (n = 52) were assigned to one of two task conditions that used a different version of a science simulation. The versions differed in how concrete vs. abstract the simulation elements were. Students' prior knowledge, achievement goal orientations, and subject-specific interest were assessed before the task and situational interest was measured repeatedly in different phases of the task. Post-task performance was assessed 1 day after the task. The results showed different mean-level changes in situational interest in the two task conditions; students working with the more concrete version of the simulation reported increase in their interest while the opposite was true for students working with the more abstract version. The ratings of situational interest were nevertheless rather stable over time, regardless of the task condition. Students' situational interest at the beginning of the task was predicted by mastery-intrinsic goal orientation and subject-specific interest. Post-task performance was predicted by prior knowledge and the task condition; students working in the more concrete task condition performed better. The importance of acknowledging both individual characteristics and task elements in the emergence of students' situational interest is discussed. [ABSTRACT FROM AUTHOR]

The article discusses ways to engage students in creative integration of interrelated fields that captures their interests and promotes learning. Students are presented with a challenged based on the assumption that abstract thinking supports a better understanding of nature phenomena. Teachers in biology and art used an interactive model in their own classrooms. They asked students to assess their learning of studying types of cells in biology by creating painted silk pieces.

The knowledge and the stimulation of the young learner's creativity is one of the most important directions of development and modernization of the educational process. The development of the students' creativity can lead in time to the progress of the societal progress, emphasizing every person's creative potential. The study aims at presenting aspects related to the knowledge and the stimulation of the young learner' s creative capacity, by creating a positive learning environment that will nurture the students' curiosity, developing the creative skills that are essential for learning. [ABSTRACT FROM AUTHOR]

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The purpose of this article is to identify factors that statistically explain the variation and the measures on the level of motivation of a sample of mathematics students in a university. Specifically, this analysis will identify groups of similar items and reduce the number of variables used in a study. This article explains the use of exploratory factor analysis in extracting factors of personal belief and motivational factors among students in learning mathematics. The adaptation of these factors can be used for assessing academic performance in relation to motivation level. By identifying these factors, the mathematics educators or researchers will be able to find ways to improve the condition of the factors and also to further investigate the factors based on confirmatory approaches. [ABSTRACT FROM AUTHOR]

THIS ARTICLE describes what interactive, group driven distance learning can be and what it can produce. It provides a solution to one of the primary concerns facing distance learning today, which is to find ways to increase the amount of student involvement and thus maintain student interest in what they are learning. The learning needs of today's students are described. A significant technological part of the solution will be seen in the description of three online learner-centered delivery systems and their communication needs. The vision, goals, objectives, methodology, and results are discussed along with feedback from the participants. [ABSTRACT FROM AUTHOR]

The article focuses on the purpose of education as well as achieving happiness in everyone's life. It cites boredom which is considered as the center of the educational challenge that most educators are facing. One way to approach the issue of educational challenge is for educators to consider the subject that they encounter mostly such as young individuals or adults in the classroom. It notes that educators should bare in mind that those students want to learn, despite the fact that they are not aware of the fundamental desire. It further highlights the way church support Christians as authentic members in the university.

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]

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]

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]

The messages teachers convey to their students through their use of language can often go unconsidered, yet such practices can have a significant impact on students and their schooling, and in the creation of learning difficulties. In this paper we employ a discursive and ideological approach to analysing teachers' language practices and suggest that such systematic examination is warranted given the centrality of 'teacher talk' to students' schooling. We draw attention to these concerns through an analysis of a spoken text between a teacher and student in the context of 'show and tell'; a dialogue drawn from a larger body of data of interviews with and observations of teachers in six Australian primary schools. The analysis attempts to uncover the meanings conveyed to the student in question, Sam, through his teacher's language practices and to demonstrate the potentially detrimental effects of these practices on his schooling. Generally, we propose that teachers frequently employ linguistic techniques to refashion students in various ways, according to the norms of schooling; norms that often do not account very well for student difference and which position them as 'difficult'. Specifically, we argue that Sam's teacher seems more interested in moulding Sam's behaviour to conform to the interests of the school than in valuing his heritage and contributions. [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]

Advocates of high-stakes testing argue that providing strong incentives for students to take learning more seriously will result in greater student effort and motivation. Opponents argue that these policies set up low-achieving students to fail, looking to research on motivation for evidence that extrinsic and negative incentives such as the threat of retention will undermine students' engagement in school. This article seeks to evaluate these claims by examining the responses of 102 low-achieving sixth- and eighth-grade students to Chicago's highly publicized effort to end social promotion. Does this policy lead students to work harder? If so, to what extent does hard work pay off? The majority of these students described increased work effort under the policy. They reported greater attention to class work, increased academic press and support from teachers, and more time spent studying outside school. These efforts were confirmed by teachers' reports. Students with high levels of work effort generally had greater-than-average learning gains and positive promotional outcomes. Approximately one third, however, showed little work effort despite a desire not to be retained. These students faced significantly larger skill gaps and barriers to learning both within and outside school than did their peers with high work effort. How teachers manage high-stakes testing policies-whether they create environments that make low-achieving students feel supported and efficacious in responding to new demands and whether they direct students' efforts in productive ways-has an important impact on student motivation and passing rates. [ABSTRACT FROM AUTHOR]

This article presents information on the use of haiku by the students to learn about the natural world and improve their observational skills. Haiku is a succinct form of writing that originated in Japan in the seventeenth century. It focuses on nature and requires keen observation. Haiku takes advantage of children's curiosity and interest in nature. The open-ended nature of haiku writing is motivational and student centered. Also, the simplicity of haiku allows children to have successful writing experiences. At the same time, haiku writing advances many goals of elementary science education. Science and haiku both focus on the natural world, and looking more closely at nature helps students learn about nature. Their observations of nature may bring to mind previous learning, incite curiosity, encourage reading, or create interest in an upcoming lesson. Haiku is a vehicle for bringing children to observe and reflect upon the natural world. The authors believe that observation is the most critical science process skill because other process skills are dependent on it. Haiku writing helps children develop this skill. Children learn to differentiate observation and inferences in some classrooms; however, with haiku, not only is there a reason to learn the difference but also there is an immediate application that reinforces learning.

Developing motivated learners is an ongoing struggle for teachers. Many of their students find learning to be boring and irrelevant. Therefore, teachers need strategies to enhance student motivation by making learning interesting and personally meaningful. This article provides teachers with four motivational strategies and makes suggestions to stimulate student curiosity and to give students a sense of personal control in their learning programs. In addition, it is suggested that teachers provide moderately difficult tasks and establish the relevance of content by relating it to students' needs and interests. Support for this approach from a theory of student motivation is presented, along with research about student interest. For students with motivational deficiencies, the strategies are necessary for their active engagement in the learning process.. [ABSTRACT FROM AUTHOR]

The article presents a factor analysis of the Test of Interests, developed by G. R. Meyer, which measures various aspects of science interests and of attitudes toward science. The result of the test is a science orientation score, which is assumed to provide an overall measure of a student's inclination toward science. The investigation is based on intervariable correlations derived respectively from the recent study of hundreds of tenth-grade high school students in Israel and from Meyer's previous study on 680 G. C. E. O-level students in England. It indicates that there exists a general coherence among science the science interest and attitude variables.

It is often claimed that humour is a desirable characteristic of teaching and learning. Justifications for the use of humour include the promotion of understanding, holding the attention of students, managing disruptive behaviour, creating a positive attitude to the subject matter, and reducing anxiety. Empirical studies of the connections between humour and learning are reviewed. These indicate that humour, provided it is not used to excess, can increase attention and interest and help to illustrate and reinforce what is being taught. It is suggested that the presentation of humorous material involves skills which can be learnt through practice and that staff development programmes should provide opportunities for academics to acquire such skills. [ABSTRACT FROM AUTHOR]

The paper presents a conceptual model for thinking about the process of teaching and learning based on how teachers respond to the question: 'What do you mean by teaching? There emerge four basic 'theories of teaching. There is the transfer theory which treats knowledge as a commodity to be transferred from one vessel to another. There is the shaping theory which treats teaching as a process of shaping or moulding students to a predetermined pattern. Thirdly, there is the travelling theory which treats a subject as a terrain to be explored with hills to be climbed for better viewpoints with the teacher as the travelling companion or expert guide. Finally, there is the growing theory which focusses more attention on the intellectual and emotional development of the learner. These theories are reflected by, and interact with, the views that students have of the process of learning. Whichever theory a teacher uses to help him/her think about the process it will affect the strategies she/he uses and it will colour his/her attitudes to students and to any training programme that she/he undertakes. It is suggested that the conceptual models presented will assist in the resolution of misunderstandings and differences between teaching colleagues and between teachers and students. [ABSTRACT FROM AUTHOR]

This article discusses the importance of interest in art education. Interest is an important part of learning and helps provide the foundation for logical thinking and intelligent acting when related to first hand experience. Interest or drive of an individual may be constant or transitory. Interests in art can persist through several influences, such as influences from parents and teachers' encouragement. Resourceful educators providing guidance and encouragement can create new interests among students.

This study investigated the extent to which test interpretation through counseling improved the self-understanding of students in grades five seven, nine and elevens It also studies effects of orientation to testing on (a) students' motivation for learning test information, (b) accuracy of self-estimates, and (4 relationship between motivation and accuracy of self-estimates. Before testing, the experimental group received an orientation concerning the kinds of tests they were to take and how they could use test information. Test interpretation emphasized encouragement of student participation, providing of information by the counselor, and counselor response to the students' feelings. At all grade levels interpretation was associated with increased accuracy of self-estimates of achievement, intelligence, and interests. While a significant decline in accuracy was noted over a two-month follow-up period, a net increase did occur for the period covered by the study. Orientation was (a) positively associated with motivation for learning results in grades seven and nine but not in grades five and eleven and (b) unrelated to increased ti-understanding following test interpretation. [ABSTRACT FROM AUTHOR]

Much is written about selecting objectives for student attainment and this is important. Objectives do need to be chosen carefully. They are vital to attain. Assessment, too, receives much attention in educational literature. Valid and reliable measurement/evaluation procedures do need to be in the offing to determine how well learners are achieving. Also, the kinds and types of errors made by learners should be noticed in order to provide remedial instruction and reteach what was missed by the student. Content written by educators on learning activities has been rather minimal. And yet, to achieve objectives students must experience challenging, quality learning activities. There are a plethora of activities which may be tailored to meet personal needs of the learner. Much of this depends upon a creative teacher who provides for maximum achievement from each learner. [ABSTRACT FROM AUTHOR]

The article offers some advice on how a teacher can help her students to get the most out of their science reading. It was suggested that science class is an ideal place for students to develop interests and strategies for informational reading. However, with the promotion of hands-on science, many teachers imply that reading is not appropriate in science. One should remember that student motivation is very important especially in reading achievement. In addition, the instructional strategies and approaches used for reading science can affect student science learning. Reading opportunities can be offered at different stages of the science learning cycle to help students build science knowledge.

This article tries to assess that how can hands-on science teach long-lasting understanding among children. Hands-on science activities have long been touted as a great way to motivate students, who otherwise might not be all that interested in science. According to the author few people doubt that hands-on science is fun and motivating but he also adds that he often hears teacher asking how they can move beyond the hands-on activities? He throws light on the concept of "discovery learning" in which students invent or discover the proper science concepts through hands-on experience. One often understands a collection of objects better if they consider them as interacting parts of a whole. Some of these parts are essential to the operation of the system and some are not. It states that teachers should structure the activity so that the students are forced to pay attention to the features that the teachers want them to notice. The article also presents some of the questions, which should be asked from the children as they play around with those objects.

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.