Going beyond the "whoa! That's cool!" of inquiry: Achieving science interest and learning with the ICAN intervention

Advances in Motivation and Achievement

Volumn 18, Issue , 2014, Pages 107-138

  Renninger, K Ann ^a   Austin, Lily ^a   Bachrach, Jessica E ^a   Chau, Alpha ^a   Emmerson, Melissa S ^a   King, Brian R ^a   Riley, Kathryn R ^a   Stevens, Samantha J ^a  

^a NONE

Author keywords

Inquiry method; Interest; intervention; Reflection; Science education

Indexed keywords

EID: 84924234461     PISSN: 07497423     EISSN: None     Source Type: Book Series    
DOI: 10.1108/S0749-742320140000018003     Document Type: Article

References (71)

1. Ainley, M. D. (2012). Students' interest and engagement in classroom activities. In S. L. Christenson, A. L. Reschly, and C. Wylie (Eds.), Handbook of research on student engagement (pp. 283-302). New York, NY: Springer. doi:10.1007/978-1-4614-2018-7-13
2. Alexander, J. M., Johnson, K. E., and Liebham, M. E. (2015). Emerging individual interests related to science in young children. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.), Interest and K-16 mathematics and science learning, in and out of school. Washington, DC: American Educational Research Association.
3. Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement and interest in science: Evidence from Qatar. The Journal of Educational Research, 105(2), 134-146.
4. Ashby, F. G., Isen, A. M., and Turken, A. U. (1999). A neurophysiological theory of positive affect and its influence on cognition. Psychological Review, 106, 529-550.
5. Azevedo, F. S. (2006). Personal excursions: Investigating the dynamics of student engagement. International Journal of Computers for Mathematical Learning, 11, 57-98.
6. Azevedo, F. S. (2012). The tailored practice of hobbies and its implication for the design of interest-based learning environments. The Journal of the Learning Sciences, 22(6), 462-510.
7. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
8. Berger, R., and Hänze, M. (2009). Comparison of two small-group learning methods in 12thgrade physics classes focusing on intrinsic motivation and academic performance. International Journal of Science Education, 31(11), 1511-1527.
9. Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87-98.
10. Bevan, B., and Michalchik, V. (2013). Out-of-school time STEM: It's not what you think. In B. Bevan, P. Bell, R. Stevens, and A. Razfar (Eds.), In LOST opportunities: Learning in out-of-school time. New York, NY: Springer.
11. Boscolo, P., and Mason, L. (2001). Writing to learn, writing to transfer. In P. Tynjala, L. Mason and K. Lonka (Eds.), Writing as a learning tool: Integrating theory and practice (Vol. 7, pp. 83-104). Studies in Writing. Dordrecht, The Netherlands: Kluwer Academic Publishers.
12. Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activity. Educational Psychologist, 34(2), 75-85.
13. Carey, S. (2000). Science education as conceptual change. Journal of Applied Developmental Psychology, 21(1), 13-19.
14. Carey, S., Evans, R., Honda, M., Jay, E., and Unger, C. (1989). "An experiment is when you try it and see if it works": A study of grade 7 students' understanding of the construction of scientific knowledge. International Journal of Science Education, 11, 514-529.
15. Chen, Z., and Klahr, D. (1999). All other things being equal: Acquisition and transfer of the control of variables strategy. Child Development, 70(5), 1098-1120.
16. Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., and Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182.
17. Chi, M. T. H., de Leeuw, N., Chiu, M., and LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
18. Chi, M. T. H., Slotta, J., and de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
19. Chin, C., Brown, D., and Bruce, B. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24, 521-549.
20. Chin, C., and Osborne, J. (2010). Supporting argumentation through students' questions: Case studies in science classrooms. The Journal of the Learning Sciences, 19(2), 230-284.
21. Chinn, C. A., and Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218.
22. Cognition and Technology Group at Vanderbilt. (1997). The jasper project: Lessons in curriculum, instruction, assessment, and professional development. Hillsdale, NJ: Lawrence Erlbaum.
23. Crouch, C. H., Wisittanawat, P., and Renninger, K. A. (2013). Initial interest, goals, and changes in CLASS scores in introductory physics for life sciences. In PER conference proceedings. Melville, NY: AIP.
24. Duckworth, A. L., Peterson, C., Matthews, M. D., and Kelley, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.
25. Durik, A. M., and Harackiewicz, J. M. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99(3), 597-610.
26. Durik, A. M., Hulleman, C. S., and Harackiewicz, J. M. (2015). One size fits some: Instructional enhancements to promote interest. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.), Interest and K-16 mathematics and science learning, in and out of school. Washington, DC: American Educational Research Association.
27. Frenzel, A. C., Goetz, T., Pekrun, R., and Watt, H. M. G. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20(2), 507-537.
28. Furtak, E. M., Seidel, T., Iverson, H., and Briggs, D. C. (2012). Experimental and quasiexperimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300-329.
29. Grigg, J., Kelly, K. A., Gamoran, A., and Borman, G. D. (2013). Effects of two scientific inquiry professional development interventions on teaching practice. Educational Evaluation and Policy Analysis, 35(1), 38-56.
30. Hidi, S., Berndorff, D., and Ainley, M. (2002). Children's argument writing, interest and selfefficacy: An intervention study. Learning and Instruction, 12(4), 429-446.
31. Hidi, S., and Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.
32. Hidi, S. E. (1995). A reexamination of the role of attention in learning from text. Educational Psychology Review, 7(4), 323-350.
33. Hoffmann, L. (2002). 'Promoting girls' learning and achievement in physics classes for beginners'. Learning and Instruction, 12, 447-465.
34. Honey, M., Pearson, G., and Schweingruber, H. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.
35. Hulleman, C. S., Godes, O., Hendricks, B., and Harackiewicz, J. M. (2010). Enhancing interest and performance with a utility value intervention. Journal of Educational Psychology, 102(4), 880-895.
36. Hulleman, C. S., and Harackiewicz, J. M. (2009). Making education relevant: Increasing interest and performance in high school science classes. Science, 326, 1410-1412.
37. Hurley, M. M. (2001). Reviewing integrated science and mathematics: The search for evidence and definitions from new perspectives. School Science and Mathematics, 101(5), 259-268.
38. Järvelä, S., and Renninger, K. A. (2014). Designing for learning: Interest, motivation, and engagement. In D. K. Sawyer (Ed.), Cambridge handbook of the learning sciences. New York, NY: Cambridge.
39. Krapp, A. (2007). An educational-psychological conceptualization of interest. International Journal of Educational and Vocational Guidance, 7, 5-21.
40. Kuhn, D., and Franklin, S. (2006). The second decade: What develops (and how)? In D. Kuhn and R. Siegler (Eds.), Cognition, perception, and language (Vol. 2, 6th ed.). Handbook of Child Psychology. Hoboken, NJ: Wiley.
41. Lavonen, J., and Laaksonen, S. (2009). Context of teaching and learning school science in Finland: Reflections on PISA 2006 results. Journal of Research in Science Teaching, 46, 922-944.
42. Lehrer, R., and Schauble, L. (2006). Scientific thinking and science literacy. In K. A. Renninger and I. E. Sigel (Eds.), Child psychology in practice (pp. 153-196). In W. Damon and R. Lerner (Gen. Eds.), Handbook of child psychology (6th ed.). New York, NY: John Wiley and Sons.
43. Linnenbrink-Garcia, L., Patall, E. A., and Messersmith, E. E. (2012). Antecedents and consequences of situational interest. British Journal of Educational Psychology, 83(4), 591-614. doi:10.1111/j.2044-8279.2012.02080.x
44. Mahoney, J. L., Larson, R. W., and Eccles, J. S. (Eds.). (2005). Organized activities as contexts of development: Extracurricular activities, after school and community programs. Mahwah, NJ: Lawrence Erlbaum.
45. Maltese, A. V., and Harsh, J. A. (2015). Students' pathways of entry into STEM. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.), Interest in K-16 mathematics and science learning, in and out of school. Washington, DC: American Educational Research Association.
46. McDaniel, M. A., Waddill, P. J., Finstad, K., and Bourg, T. (2000). The effects of text-based interest on attention and recall. Journal of Educational Psychology, 92(3), 492-502.
47. Metz, K. E. (1995). Reassessment of developmental constraints on children's science instruction. Review of Educational Research, 65(2), 93-127.
48. Noam, G. G., and Shah, A. M. (2013). Game changers and the assessment predicament in afterschool science. Belmont, MA: Program in Education, Afterschool, and Resiliency.
49. Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk and B. J. Zimmerman (Eds.), Motivation and self-regulated learning (pp. 267-295). New York, NY: Taylor and Francis Group.
50. Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46(2), 147-165.
51. Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone and J. M. Harackiewicz (Eds.), Intrinsic motivation: Controversies and new directions (pp. 373-404). San Diego, CA: Academic Press.
52. Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 1-14.
53. Renninger, K. A. (2010). Working with and cultivating interest, self-efficacy, and selfregulation. In D. Preiss and R. Sternberg (Eds.), Innovations in educational psychology: Perspectives on learning, teaching and human development (pp. 107-138). New York, NY: Springer.
54. Renninger, K. A., Bachrach, J. E., and Posey, S. K. E. (2008). Learner interest and achievement motivation. In M. L. Maehr, S. Karabenick, and T. Urdan (Eds.), Social psychological perspectives (Vol. 15, pp. 461-491). Advances in Motivation and Achievement. Bingley, UK: Emerald Group Publishing Limited.
55. Renninger, K. A., and Hidi, S. (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184.
56. Renninger, K. A., and Lipstein, R. (2006). Come si sviluppa l'interesse per la scrittura; Cosa volgliono gli studenti e di cosa hannobisogno? [Developing interest for writing: What do students want and what do students need?]. Età Evolutiva, 44(84), 65-83.
57. Renninger, K. A., and Pozos-Brewer, R. K. (2015). Interest, psychology of. In J. D. Wright (Gen. Ed.), J. Eccles (Section Ed.), International Encyclopedia of Social and Behavioral Sciences (2nd Edition). Oxford: Elsevier.
58. Renninger, K. A., and Riley, K. R. (2013). Interest, cognition, and the case of L- in science. In S. Kreitler (Ed.), Cognition and motivation: Forging an interdisciplinary perspective (pp. 325-382). New York, NY: Cambridge University Press.
59. Renninger, K. A., and Su, S. (2012). Interest and its development. In R. M. Ryan (Ed.), Oxford handbook of human motivation (pp. 167-187). New York, NY: Oxford University Press.
60. Rosebery, A., Warren, B., and Conant, F. (1992). Appropriating scientific discourse: Findings from language minority classrooms. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence.
61. Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 93(4), 20-26.
62. Sansone, C., and Thoman, D. B. (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10(3), 175.
63. Schiefele, H. (1986). Interest: New answers to an old problem. Zeitschrift für Pädagogik, 32(2), 153-162.
64. Stake, J. E., and Mares, K. R. (2001). Science enrichment programs for gifted high school girls and boys: Predictors of program impact on science confidence and motivation. Journal of Research on Science Teaching, 38(10), 1065-1088.
65. Stokes, D. E. (1997). Pasteur's quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution Press.
66. Sturm, H., and Bogner, F. X. (2008). Student-oriented versus teacher-centered: The effect of learning at workstations about birds and bird flight on cognitive achievement and motivation. International Journal of Science Education, 30(7), 941-959.
67. Turner, J. C., Kackar, H. Z., and Trucano, M. (2015). Teachers learning how to support student interest in mathematics and science. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.), Interest and K-16 mathematics and science learning, in and out of school. Washington, DC: American Educational Research Association.
68. Voss, J. F., and Schauble, L. (1992). Is interest educationally interesting? An interest-related model of learning. In K. A. Renninger, S. Hidi, and A. Krapp (Eds.), The role of interest in learning and development (pp. 101-120). Hillsdale, NJ: Lawrence Erlbaum.
69. White, B. Y., and Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
70. Xu, J., Coats, L. T., and Davidson, M. L. (2012). Promoting student interest in science: The perspectives of exemplary African American teachers. American Educational Research Journal, 49(1), 124-154.
71. Yeager, D. S., and Walton, G. M. (2011). Social-psychological interventions in education they're not magic. Review of Educational Research, 81(2), 267-301.