Upper secondary students’ situational interest in physics learning in Finland and Chile

Jari Lavonen,Beatrice Ávalos,Katja Upadyaya,Sebastián Araneda,Kalle Juuti,Patricio Cumsille,Janna Inkinen,Katariina Salmela-Aro

doi:10.1080/09500693.2021.1978011

Abstract

ABSTRACT This study examines how classroom activities, student gender and student personal interest in science studies and careers predict situational interest in physics learning. Teaching modules were designed based on the secondary physics curricula in Finland (Helsinki) and Chile (Santiago and Viña del Mar) emphasising students engagement in scientific practices. The study was implemented in four classrooms in both countries. Data on situational interest and ongoing classroom activities were obtained using the experience sampling method, with measurements taken three times during a lesson. The process yielded a total of 1717 measurements in the Finnish schools and 1767 in the Chilean schools. Multilevel regression analyses with mixed effects and random intercept were conducted. Results showed a positive effect of scientific practices that required asking questions, designing scientific inquiry and interpreting data on situational interest. Student collaborative situations were more interesting for Chilean students than for Finnish ones. In terms of gender differences, on average, Finnish male and female students experienced the same level of situational interest, while the situational interest of Chilean female students was higher than the average of male students. Personal interest in science studies and careers was the best predictor of situational interest in both countries.

Highlights

Enhancing interest in science learning and pursuit of science careers has been an important component of education policy and policy implementation for decades (European Union, 2016; Fensham, 2009)
Potvin and Hasni (2014) argue based on their systematic review that most of these projects have not succeeded in supporting the development of interest (Renninger & Hidi, 2011)
In order to examine the association between student reported situational interest and types of learning activities, such as scientific practices and student collaboration, physics teaching modules with a strong emphasis on activities, were designed in Finland and Chile according to the relevant curricula in both countries

Summary

Introduction

Enhancing interest in science learning and pursuit of science careers has been an important component of education policy and policy implementation for decades (European Union, 2016; Fensham, 2009). Surveys and interviews have limitations because they are based on retrospective measures of students’ reported interest or personal type of interests (Ainley & Ainley, 2011; Tuominen-Soini & Salmela-Aro, 2014; Hampden-Thompson & Bennett, 2013) This suggests the need to study interest in physics learning as raised in actual teaching situations or what is described as ‘situational interest (Palmer, 2009). This article contributes to the knowledge on student interest in physics learning To this end, it presents results of studies carried out in two very different education contexts – Finland, and Chile. In Chile, the focus of its modules was on integrated physics and biology and in Finland on project based learning in physics Both approaches required active student involvement during lessons. We are not comparing the results in a traditional way

Literature review

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Future work