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Warning! Increases in interest without enjoyment may not be trend predictive of genuine interest in learning science
ARTICLE

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International Journal of Educational Development Volume 62, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

Utilizing PISA 2006/2015 datasets for Japan and Taiwan, the multi-group analysis results show significant predictive increases in science interest and scientific competency, and for science interest and environmental awareness; however, revealed significant predictive decreases for science enjoyment and scientific competency, and for science enjoyment and environmental awareness between PISA cycles for both countries. Results signal divergent predictive trends regarding how interest and enjoyment impact students’ scientific competency, which may reflect instructional approaches that impede students from experiencing genuine interest in learning science. Why these results should sound an alarm to science and environment educators and policy makers is also forwarded.

Citation

Jack, B.M. & Lin, H.s. (2018). Warning! Increases in interest without enjoyment may not be trend predictive of genuine interest in learning science. International Journal of Educational Development, 62(1), 136-147. Elsevier Ltd. Retrieved October 19, 2019 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2018.03.005

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