Classification of Students’ Interests in Science and Relation of Interests to Use of Deep-Processing Learning Strategies and Spontaneous Learning Behavior

TANAKA ETSUKO

doi:10.5926/jjep.63.23

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Other Title

理科に対する興味の分類
理科に対する興味の分類 : 意味理解方略と学習行動との関連に着目して
リカニタイスルキョウミノブンルイ : イミリカイホウリャクトガクシュウコウドウトノカンレンニチャクモクシテ
—意味理解方略と学習行動との関連に着目して—

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Description

The purpose of the present study was to develop a scale to classify different kinds of interests in science, and to examine the features of those kinds of interests. Students in grades 5-10 (N=1,998) completed questionnaires. Exploratory factor analysis revealed 6 factors: experience-based interest (e.g., “because we can use various instruments”), amazement-based interest (e.g., “because there are times when I’m surprised by the results we get in experiments”), accomplishment-based interest (e.g., “because I feel happy when I solve the questions and problems we get in class”), knowledge acquisition-based interest (e.g., “because I can learn about various kinds of things”), thought deepening-based interest (e.g., “because I can make my own predictions”), and daily life-related interest (e.g., “because it is connected to our own lives”). The results also showed that the means for the thought deepening-based and daily life-related interests were lower than those for the other kinds of interests, although the former kinds of interests were found to relate to the use of deep-processing learning strategies and spontaneous learning behavior.

Journal

The Japanese Journal of Educational Psychology

The Japanese Journal of Educational Psychology 63 (1), 23-36, 2015

The Japanese Association of Educational Psychology

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