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

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dc.contributor.authorLavonen J.
dc.contributor.authorUpadyaya K.
dc.contributor.authorJuuti K.
dc.contributor.authorInkinen J.
dc.contributor.authorSalmela-Aro K.
dc.contributor.authorLavonen J.
dc.contributor.authorAvalos B.
dc.contributor.authorAraneda S.
dc.contributor.authorCumsille P.
dc.date.accessioned2024-01-10T13:45:11Z
dc.date.available2024-01-10T13:45:11Z
dc.date.issued2021
dc.description.abstract© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.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.
dc.description.funderANID
dc.description.funderJoint Research Projects CONICYT-AKA-EDU
dc.description.funderAcademy of Finland
dc.fechaingreso.objetodigital2024-05-09
dc.format.extent2596 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1080/09500693.2021.1978011
dc.identifier.eissn14645289
dc.identifier.issn14645289 09500693
dc.identifier.scopusidSCOPUS_ID:85118361029
dc.identifier.urihttps://doi.org/10.1080/09500693.2021.1978011
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/78996
dc.information.autorucEscuela de Psicología; Cumsille Eltit, Patricio Salvador; S/I; 68026
dc.issue.numero16
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final2596
dc.pagina.inicio2577
dc.publisherRoutledge
dc.relation.ispartofInternational Journal of Science Education
dc.revistaInternational Journal of Science Education
dc.rightsacceso abierto
dc.subjectgender differences
dc.subjectPhysics teaching and learning
dc.subjectstudent situational interest
dc.titleUpper secondary students’ situational interest in physics learning in Finland and Chile
dc.typeartículo
dc.volumen43
sipa.codpersvinculados68026
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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