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Longitudinal couplings between interest and conceptual understanding in secondary school chemistry: an activity-based perspective

Published on Mar 24, 2019in International Journal of Science Education1.25
· DOI :10.1080/09500693.2019.1571650
Lars Höft1
Estimated H-index: 1
(Leibniz Association),
Sascha Bernholt6
Estimated H-index: 6
(Leibniz Association)
Abstract
ABSTRACTThis paper presents the findings of a three-year longitudinal study (Grades 9–11; N = 756 students in German secondary schools; mean starting age = 14.7 years) that explores the development of and the interplay between upper-secondary students’ individual interest and conceptual understanding in chemistry. Students’ individual interest was assessed in seven dimensions of school science activities (realistic, investigative, artistic, social, conventional, and networking) according to Dierks et al.'s RIASEC+N model. The data was collected annually using paper-and-pencil questionnaires. In order to analyse the longitudinal relation between students’ academic interest and conceptual understanding, Eccles et al.'s Expectancy-Value Theoretical Model of Achievement Choices (EEVT) was utilised and seven bivariate cross-lagged models were performed to investigate the assumed reciprocal relations between both constructs. Regarding the developmental progression of individual interest and conceptual knowledge...
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