Interest in mathematics and science learning

433 Pages·2015·17.932 MB·English

by  Hidi, Suzanne, Nieswandt, Martina, Renninger, K. Ann

Interest in Mathematics
and Science Learning

Interest in Mathematics
and Science Learning
Edited by
K. Ann Renninger
Martina Nieswandt
Suzanne Hidi
The American Educational Research Association (AERA) publishes books and journals based on the highest
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publications are those of the authors and do not reflect the position or policies of the Association, its Council,
or its officers.
© 2015 American Educational Research Association
The AERA Books Editorial Board
Chair: Gilberto Q. Conchas
Members: D. Jean Clandinin, Jeffrey R. Henig, Felice J. Levine, Simon W. Marginson, Nailah Suad Nasir,
Charles M. Payne, Russell W. Rumberger, Mariana Souto-Manning
Published by the American Educational Research Association
1430 K St., NW, Suite 1200
Washington, DC 20005
Printed in the United States of America
All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means,
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Library of Congress Cataloging-in-Publication Data
Interest in mathematics and science learning / edited by K. Ann Renninger, Martina Nieswandt, and Suzanne Hidi.
pages cm
Includes bibliographical references and subject index.
ISBN 978-0-935302-38-7 (pbk. : alk. paper) -- ISBN 978-0-935302-39-4 (hardback : alk. paper) -- ISBN 978-0-
935302-42-4 (e-book) 1. Science--Study and teaching. 2. Mathematics--Study and teaching. 3. Motivation in
education. I. Renninger, K. Ann., editor. II. Nieswandt, Martina (Professor of education), editor.
III. Hidi, Suzanne, editor.
Q181.I6554 2015
507.1--dc23
2015009010
Dedication
We dedicate this book to our friend and colleague Dr. Lore Hoffmann. Her collaborations
have guided many scholars, and her ideas continue to inspire research on interest and
science education that bridges research and practice.
In dedicating this volume to Lore, we acknowledge her pioneering work in the study of
interest, and science interest in particular. We specifically appreciate her efforts to focus
serious attention on the possibilities for using research to understand and provide support
for the development of female students’ interest in physics through curricular change and
instructional practice. Lore’s research has contributed to developing understanding about
the complexity of interest as a psychological variable and interests as possible triggers for
engaging students in learning.
From 1972 until her retirement in 2002, Lore conducted research at the Leibniz Institute
of Science and Mathematics Education at the University of Kiel, Germany. With her col-
leagues, she helped to organize two international conferences on interest: the First Interna-
tional Conference on Interest Research in 1984 and the Seeon Conference on Interest and
Gender in 1996.
It was in the spirit of Lore’s efforts that we organized an AERA Education Research
Conference on Interest, the Self, and K–16 Mathematics and Science Learning that was
held at Swarthmore College in May 2012. The conference brought together researchers
with established research programs focusing on learners and their interest in mathematics
and science. The participants, many of whom contributed to the present volume, came
from different disciplines and through Skype from across the world to bridge research tra-
ditions, identify complementarities in their work, and consider next steps for future research
and for practice.
v

Acknowledgments
The editors would like to thank the American Educational Research Association (AERA)
for sponsoring an AERA Education Research Conference on Interest, the Self, and K–16
Mathematics and Science Learning that was held at Swarthmore College, May 6–8, 2012.
Particular appreciation is extended to Felice Levine and the AERA Research Advisory
Committee for their help in conceptualizing the design of the conference and their encour-
agement to use the present volume as a way to disseminate conference discussion. The
editors also thank Felice and the AERA Books Editorial Board for their thoughtful support
of this interdisciplinary volume. The editors gratefully acknowledge the contributions and
support provided by the external reviewers for volume chapters; Melissa Emmerson and
William Lin, who helped with conference facilitation; and Rose Pozos-Brewer, who assisted
in assembling the volume. In addition, the editors wish to acknowledge support for their
work on this volume from the Senior College of the University of Toronto, the College of
Education at the University of Massachusetts Amherst, and Swarthmore College.
vii

Contents
Dedication v
Acknowledgments vii
List of External Reviewers xi
Introduction: On the Power of Interest 1
K. Ann Renninger, Martina Nieswandt, and Suzanne Hidi
Section 1 Interest and Other Motivational and Demographic Variables
1 Early Science Learning Experiences: Triggered and Maintained Interest 17
Mary Ainley and John Ainley
2 The Roles of Interest and Self-Efficacy in the Decision to Pursue
Mathematics and Science 33
Mimi Bong, Sun Kyoung Lee, and Yeon-Kyoung Woo
3 One Size Fits Some: Instructional Enhancements to Promote Interest 49
Amanda M. Durik, Chris S. Hulleman, and Judith M. Harackiewicz
4 The Effects of Interest and Utility Value on Mathematics Engagement
and Achievement 63
Sung-il Kim, Yi Jiang, and Juyeon Song
5 Interest as Emotion, as Affect, and as Schema 79
Johnmarshall Reeve, Woogul Lee, and Sungjun Won
6 Perceptions of Science and Their Role in the Development of Interest 93
K. Ann Renninger, Christine N. Costello Kensey, Sabrina J. Stevens, and Dana L. Lehman
7 The Relation Between Interest and Self-Regulation in Mathematics and Science 111
Carol Sansone, Dustin Thoman, and Tamra Fraughton
Section 2 Interest and Subject Matter
8 Promoting Information Seeking and Questioning in Science 135
Ayelet Baram-Tsabari
9 Play as an Aspect of Interest Development in Science 153
Mizrap Bulunuz and Olga S. Jarrett
10 Interest, Self-Efficacy, and Academic Achievement in a Statistics Lesson 173
Ian Hay, Rosemary Callingham, and Colin Carmichael
11 Intrinsic Motivation, Self-Efficacy, and Interest in Science 189
Shawn M. Glynn, Robert R. Bryan, Peggy Brickman, and Norris Armstrong
12 Students’ Pathways of Entry Into STEM 203
Adam V. Maltese and Joseph A. Harsh
ix