Research on interest in science: Theories, methods, and findings

International Journal of Science Education

Volumn 33, Issue 1, 2011, Pages 27-50

  Krapp, Andreas ^a   Prenzel, Manfred ^b  

^a BUNDESWEHR UNIVERSITY MUNICH   (Germany)

^b TECHNICAL UNIVERSITY OF MUNICH   (Germany)

Author keywords

Attitudes; Interest in science; Large scale surveys; Motivation; Research methods

Indexed keywords

EID: 78651516919     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500693.2010.518645     Document Type: Article

References (99)

1. Ainley, M., and Ainley, J., 2011. A cultural perspective on the structure of student interest in science. International Journal of Science Education, 33 (1):51–71.
2. Ainley, M., and Hidi, S., 2002. “ Dynamic measures for studying interest and learning ”. In Advances in motivation and achievement:New directions in measures and methods, Edited by:Pintrich, P. R., and Maehr, M. L., Vol. 12, 43–76. Amsterdam:JAI Press.
3. Ainley, M., Hidi, S., and Berndorff, D., 2002. Interest, learning and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94:545–561.
4. Anderman, E. M., and Maehr, M. L., 1994. Motivation and schooling in the middle grades. Review of Educational Research, 64:267–309.
5. Baram‐Tsabari, A., and Segev, E., 2009. Exploring new web‐based tools to identify public interest in science. Public Understanding of Science, doi:10.1177/0963662509346496
6. Baram‐Tsabari, A., Sethi, R. J., Bry, L., and Yarden, A., 2006. Using questions sent to an Ask‐A‐Scientist site to identify children’s interests in science. Science Education, 90(6):1050–1072.
7. Baumert, J., and Köller, O., Interest research concerning secondary level I:An overview. Interest and learning. Proceedings of the Seeon‐conference on interest and gender. Edited by:Hoffmann, L., Krapp, A., Renninger, K. A., and Baumert, J., pp. 241–256. Kiel:Institut fuer die Paedagogik der Naturwissenschaften (IPN.
8. Bennett, J., 2001. Science with attitude:The perennial problem of pupils’ responses to science. School Science Review, 82(300):59–70.
9. Berlyne, D. E., 1949. Interest as a psychological concept. British Journal of Psychology, 39:184–195.
10. Berlyne, D. E., 1960. Conflict, arousal and curiosity, New York:Grove Press.
11. Browne, N., and Ross, C., 1991. “ Girls stuff, boys stuff:Young children talking and playing ”. In Science and technology in the early years, Edited by:Browne, N., 37–51. Buckingham:Open University Press.
12. Bybee, R. W., 1997. “ Towards an understanding of scientific literacy ”. In Scientific literacy—An international symposium, Edited by:Graeber, W., and Bolte, C., 37–68. Kiel:Institut fuer die Paedagogik der Naturwissenschaften (IPN).
13. Csikszentmihalyi, M., 1975. Beyond boredom and anxiety. The experience of play in work and games, San Francisco, CA:Jossey‐Bass.
14. Csikszentmihalyi, M., 1990. Flow. The psychology of optimal experience, New York:Harper & Row.
15. Dainton, F. S., 1968. The Dainton report:An inquiry into the flow of candidates into science and technology, London:HMSO.
16. Daniels, Z., 2008. Entwicklung schulischer Interessen im Jugendalter [Development of student interest on secondary level], Muenster:Waxmann.
17. Deutsch, J. A., and Deutsch, D., 1963. Attention:Some theoretical considerations. Psychological Review, 70:80–90.
18. Dewey, J., 1913. Interest and effort in education, Cambridge, MA:Riverside Press.
19. Drechsel, B., Carstensen, C., and Prenzel, M., 2011. The role of content and context in PISA interest scales–A study of the embedded interest items in the PISA Science Assessment. International Journal of Science Education, 33(1):73–95.
20. Eccles, J. S., and Midgley, C., 1989. “ Stage/environment fit:Developmentally appropriate classrooms for early adolescents ”. In Research on motivation in education, Edited by:Ames, R. E., and Ames, C., Vol. 3, 139–186. New York:Academic Press.
21. Elsworth, G., Harvey‐Beavis, A., Ainley, J., and Fabris, S., 1999. Generic interests and school subject choice. Educational Research and Evaluation, 5(3):290–318.
22. European Commission (Ed.). 2004. Europe needs more scientists!, Brussels:European Commission, Directorate‐General for Research, High Level Group on Human Resources for Science and Technology in Europe. Retrieved from http://ec.europa.eu/research/conferences/2004/sciprof/pdf/conference_review_en.pdf
23. European Commission (Ed.). 2006. Science education now:A renewed pedagogy for the future of Europe, Brussels:European Commission Directorate‐General for Research. Retrieved from http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf
24. Fensham, P. J., 1985. Science for all. Journal of Curriculum Studies, 17(4):415–435.
25. Gardner, P. L., 1975. Attitude to science:A review. Studies in Science Education, 2:1–41.
26. Gardner, P. L., 1985. “ Students’ interest in science and technology:An international overview ”. In Interests in science and technology education, Edited by:Lehrke, M., Hoffmann, L., and Gardner, P. L., 15–34. Kiel:Institut fuer die Paedagogik der Naturwissenschaften (IPN.
27. Gardner, P. L., Students’ interests in science and technology:Gender, age and other factors. Paper presented at the International Conference on Interest and Gender:Issues of Development and Change in Learning. Seeon, Germany. June.
28. Gardner, P. L., The development of males’ and females’ interest in science and technology. Interest and learning. Proceedings of the Seeon‐conference on interest and gender. Edited by:Hoffmann, L., Krapp, A., Renninger, K. A., and Baumert, J., pp. 41–57. Kiel:Institut fuer die Paedagogik der Naturwissenschaften (IPN).
29. Gardner, P. L., and Tamir, P., 1989. Interest in biology. Part I:A multidimensional construct. Journal of Research in Science Teaching, 26:409–423.
30. Gottfredson, L. S., 1981. Circumscription and compromise:A developmental theory of occupational aspirations. Journal of Counseling Psychology, 28(6):545–579.
31. Gottfried, A. E., Fleming, J. S., and Gottfried, A. W., 2001. Continuity of academic intrinsic motivation from childhood through late adolescence:A longitudinal study. Journal of Educational Psychology, 93:3–13.
32. Haeussler, P., 1987. Measuring students’ interest in physics—Design and results of a cross‐sectional study in the Federal Republic of Germany. International Journal of Science Education, 9(1):79–92.
33. Haeussler, P., and Hoffmann, L., Qualitative differences in student’s interest in physics and the dependence on gender and age. Interest and learning. Proceedings of the Seeon‐conference on interest and gender. Edited by:Hoffmann, L., Krapp, A., Renninger, K. A., and Baumert, J., pp. 280–289. Kiel:Institut fuer die Paedagogik der Naturwissenschaften (IPN.
34. Haeussler, P., and Hoffmann, L., 2000. A curricular frame for physics education:Development, comparison with students’ interests, and impact on students’ achievement and self‐concept. Science Education, 84:689–705.
35. Haeussler, P., and Hoffmann, L., 2002. An intervention study to enhance girls’ interest, self‐concept, and achievement in physics classes. Journal of Research in Science Teaching, 39(9):870–888.
36. Haeussler, P., Hoffmann, L., Langeheine, R., Rost, J., and Sievers, K., 1998. A typology of students interest in physics and the distribution of gender and age within each type. International Journal of Science Education, 20(2):223–238.
37. Hidi, S., 1990. Interest and its contribution as a mental resource for learning. Review of Educational Research, 60:549–571.
38. Hidi, S., and Renninger, A., 2006. The four‐phase model of interest development. Educational Psychologist, 41:111–127.
39. Hidi, S., Renninger, K. A., and Krapp, A., 2004. “ Interest, a motivational construct that combines affective and cognitive functioning ”. In Motivation, emotion and cognition:Integrative perspectives on intellectual functioning and development, Edited by:Dai, D., and Sternberg, R., 89–115. Mahwah, NJ:Erlbaum.
40. Hofer, M., 2010. Adolescents’ development of individual interests:A product of multiple goal regulation?. Educational Psychologist, 45(3):149–166.
41. Hoffmann, L., Haeussler, P., and Lehrke, M., 1998a. Die IPN‐Interessenstudie Physik [The IPN study on students’ interest in science], Kiel:Institut fuer die Paedagogik der Naturwissenschaften (IPN.
42. Hoffmann, L., Krapp, A., Renninger, A., and Baumert, J., eds. Interest and learning. Proceedings of the Seeon‐conference on interest and gender. Kiel:Institut fuer die Paedagogik der Naturwissenschaften (IPN.
43. Holland, J. L., 1997. Making vocational choices:A theory of vocational personalities and work environments, (3rd ed.), Odessa, FL:Psychological Assessment Resources.
44. Hunt, J. M., 1965. “ Intrinsic motivation and its role in psychological development ”. In Nebraska symposium on motivation, Edited by:Levine, D., 189–282. Lincoln:Nebraska University Press.
45. Jones, M. G., Howe, A., and Rua, M. J., 2000. Gender differences in students’ experiences, interests, and attitudes toward science and scientists. Science Education, 84:180–192.
46. Kessels, U., and Hannover, B., 2007. “ How the image of math and science affects the development of academic interests ”. In Studies on the educational quality of schools. The final report on the DFG Priority Programme, Edited by:Prenzel, M., 283–297. Muenster:Waxmann.
47. Kessels, U., Rau, M., and Hannover, B., 2006. What goes well with physics? Measuring and altering the image of science. British Journal of Educational Psychology, 76:761–780.
48. Krapp, A., 2002a. “ An educational–psychological theory of interest and its relation to self‐determination theory ”. In The handbook of self‐determination research, Edited by:Deci, E., and Ryan, R., 405–427. Rochester, NY:University of Rochester Press.
49. Krapp, A., 2002b. Structural and dynamic aspects of interest development:Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12:383–409.
50. Krapp, A., Hidi, S., and Renninger, K. A., 1992. “ Interest, learning and development ”. In The role of interest in learning and development, Edited by:Renninger, K. A., Hidi, S., and Krapp, A., 3–25. Hillsdale, NJ:Erlbaum.
51. Köller, O., Baumert, J., and Schnabel, K., 2001. Does interest matter? The relationship between academic interest and achievement in mathematics. Journal for Research in Mathematics Education, 32:448–470.
52. Labudde, P., Herzog, W., Neuenschwander, M. P., Enrico, V., and Gerber, C., 2000. Girls and physics:Teaching and learning strategies tested by classroom interventions in grade 11. International Journal of Science Education, 20:143–157.
53. Larson, R., and Csikszentmihalyi, M., 1983. The experience sampling method. New Directions for Methodology of Social and Behavioral Science, 15:41–56.
54. Lavonen, J., Byman, R., Uitto, A., Juuti, K., and Meisalo, V., 2008. Students’ interest and experiences in physics and chemistry related themes:Reflections based on a ROSE‐survey in Finland. Themes in Science and Technology Education, 1(1):7–36.
55. Lehrke, M., Hoffmann, L., and Gardner, P. L., eds. 1985. Interests in science and technology education, Kiel:Institut fuer die Paedagogik der Naturwissenschaften (IPN.
56. Lie, S., ed. Girls and science and technology. Contributions to the second international GASAT conference. Oslo:University of Oslo, Institute of Physics.
57. Martin, M. O., Mullis, I. V. S., Foy, P., Olson, J. F., Erberber, E., Preuschoff, C., and Galia, J., 2008. TIMSS 2007 international mathematics report:Findings from IEA’s Trends in International Mathematics and Science Study at the fourth and eighth grade, Chestnut Hill, MA:TIMSS & PIRLS International Study Center, Boston College.
58. McCrae, B. J., 2009. “ What science do students want to learn? ”. In PISA Science 2006:Implications for science teachers and teaching, Edited by:Bybee, R., and McCrae, B., 149–162. Arlington, VA:NSTA Press.
59. Millar, R., and Osborne, J., eds. 1998. Beyond 2000:Science education for the future, London:King’s College.
60. OECD (Organisation for Economic Co‐operation and Development). 2006a. Assessing scientific, reading and mathematical literacy. A framework for PISA 2006, Paris:Author.
61. OECD (Organisation for Economic Co‐operation and Development). 2006b. Evolution of student interest in science and technology studies:Policy report, Paris:OECD Global Science Forum.
62. OECD (Organisation for Economic Co‐operation and Development). 2007. PISA 2006. Science competencies for tomorrow’s world, Paris:Author.
63. OECD (Organisation for Economic Co‐operation and Development). 2008. Encouraging student interest in science and technology studies, Paris:Author.
64. OECD (Organisation for Economic Co‐operation and Development). 2009a. Equally prepared for life? How 15‐year‐old boys and girls perform in school, Paris:Author.
65. OECD (Organisation for Economic Co‐operation and Development). 2009b. PISA 2006. Technical report, Paris:Author.
66. Ormerod, M. B., and Duckworth, D., 1975. Pupils’ attitudes to science, Windsor:National Foundation for Educational Research.
67. Osborne, J., and Dillon, J., 2008. Science education in Europe:Critical reflections. A report to the Nuffield Foundation, London:King’s College.
68. Osborne, J., Simon, S., and Collins, S., 2003. Attitudes towards science:A review of the literature and its implications. International Journal of Science Education, 25:1049–1079.
69. Prenzel, M., 1988. Die Wirkungsweise von Interesse. Ein paedgogisch‐psychologisches Erklaerungsmodell [The effect of interest:Explanations from educational psychology], Opladen:Westdeutscher Verlag.
70. Prenzel, M., 1992. “ Selective persistence of interest ”. In The role of interest in learning and development, Edited by:Renninger, K. A., Hidi, S., and Krapp, A., 71–98. Hillsdale, NJ:Erlbaum.
71. Reis, S. M., and Park, S., 2001. Gender differences in high‐achieving students in math and science. Journal for the Education of the Gifted, 25(1):52–73.
72. Rennie, L. J., and Punch, K. F., 1991. The relationship between affect and achievement in science. Journal of Research in Science Teaching, 28(2):193–209.
73. Renninger, K. A., Hidi, S., and Krapp, A., eds. 1992. The role of interest in learning and development, Hillsdale, NJ:Erlbaum.
74. Roberts, G., 2002. SET for success:The supply of people with science, technology, engineering and mathematics skills, London:HMSO.
75. Schiefele, H., 1978. Lernmotivation und motivlernen [Motivation to learn and the learning motives], (2nd ed.), Munich:Ehrenwirth.
76. Schiefele, H., Krapp, A., Prenzel, M., Heiland, A., and Kasten, H., Principles of an educational theory of interest. Paper presented at the 7th meeting of the International Society for the Study of Behavioral Development. Munich, Germany.
77. Schiefele, U., 1996. Topic interest, text representation, and quality of experience. Contemporary Educational Psychology, 21:3–18.
78. Schiefele, U., 2009. “ Situational and individual interest ”. In Handbook of motivation at school, Edited by:Wentzel, K. R., and Wigfield, A., Mahwah, NJ:Erlbaum.
79. Schiefele, U., Krapp, A., Wild, K.‐P., and Winteler, A., 1993. Der ‘Fragebogen zum Studieninteresse’ (FSI) [The ‘questionnaire on study interest’]. Diagnostica, 39:335–351.
80. Schiefele, U., Krapp, A., and Winteler, A., 1992. “ Interest as a predictor of academic achievement:A meta‐analysis of research ”. In The role of interest in learning and development, Edited by:Renninger, K. A., Hidi, S., and Krapp, A., 183–212. Hillsdale, NJ:Erlbaum.
81. Schreiner, C., 2006. Exploring a ROSE‐garden:Norwegian youth’s orientations towards science—seen as signs of late modern identities, Oslo:Unipub.
82. Schreiner, C., and Sjøberg, S., 2004. Sowing the seeds of ROSE. Background, rationale, questionnaire development and data collection for ROSE (The Relevance of Science Education)—A comparative study of students’ views of science and science education. Acta Didactica, 4:1–120.
83. Schutz, P. A., and Pekrun, R., eds. 2007. Emotion in education, San Diego, CA:Academic Press.
84. Seidel, T., Prenzel, M., and Kobarg, M., 2005. How to run a video study. Technical report of the IPN Video Study, Muenster:Waxmann.
85. Seidel, T., and Shavelson, R. J., 2007. Teaching effectiveness research in the past decade:The role of theory and research design in disentangling meta‐analysis research. Review of Educational Research, 77:454–499.
86. Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., and Shernoff, E. S., 2003. Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2):158–176.
87. Silvia, P. J., 2006. Exploring the psychology of interest, New York:Oxford University Press.
88. Sjøberg, S., and Schreiner, C., 2005. How do learners in different cultures relate to science and technology? Results and perspectives from the project ROSE (the Relevance of Science Education). Asia‐Pacific Forum on Science Learning and Teaching, 6:1–16.
89. Steinkamp, M. W., and Maehr, M. L., 1983. Affect, ability, and science achievement:A quantitative synthesis of correlational research. Review of Educational Research, 53:369–396.
90. Strong, E. K., 1943. Vocational interests of men and women, Palo Alto, CA:Stanford University Press.
91. Tamir, P., and Gardner, P., 1989. The structure of interest in high school biology. Research in Science & Technological Education, 7:113–140.
92. Todt, E., Drewes, R., and Heils, S., 1994. “ The development of interests during adolescence:Social context, individual differences, and individual significance ”. In Adolescence in context:The interplay of family, school, peers and word in adjustment, Edited by:Silbereisen, R. K., and Todt, E., 82–95. New York:Springer.
93. Todt, E., and Schreiber, S., Development of interests. Interest and learning. Proceedings of the Seeon‐conference on interest and gender. Edited by:Hoffmann, L., Krapp, A., Renninger, K. A., and Baumert, J., pp. 25–40. Kiel:Institut fuer die Paedagogik der Naturwissenschaften (IPN.
94. Travers, R. M. W., 1978. Children’s interests, Kalamazoo:Michigan University, College of Education.
95. Trend, R., 2005. Individual, situational and topic interest in geosciences among 11‐ and 12‐year‐old children. Research Papers in Education, 20(3):271–302.
96. Vygotsky, L., 1978. Mind and society, Cambridge, MA:Harvard University Press.
97. White, A. R. W., 1967. The philosophy of mind, New York:Random House.
98. Willson, V. L., 1983. A meta‐analysis of the relationship between science achievement and science attitude. Kindergarten through college. Journal of Research in Science Teaching, 20(9):839–850.
99. Zimmerman, B. J., 2000. Self‐efficacy:An essential motive to learn. Contemporary Educational Psychology, 25(1):82–91.