Seven place-conscious methods to stimulate situational interest in science teaching in urban environments

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Standard

Seven place-conscious methods to stimulate situational interest in science teaching in urban environments. / Bølling, Mads; Hartmeyer, Rikke; Bentsen, Peter.

I: Education 3-13, Bind 47, Nr. 2, 2019, s. 162-175.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Bølling, M, Hartmeyer, R & Bentsen, P 2019, 'Seven place-conscious methods to stimulate situational interest in science teaching in urban environments', Education 3-13, bind 47, nr. 2, s. 162-175. https://doi.org/10.1080/03004279.2017.1420096

APA

Bølling, M., Hartmeyer, R., & Bentsen, P. (2019). Seven place-conscious methods to stimulate situational interest in science teaching in urban environments. Education 3-13, 47(2), 162-175. https://doi.org/10.1080/03004279.2017.1420096

Vancouver

Bølling M, Hartmeyer R, Bentsen P. Seven place-conscious methods to stimulate situational interest in science teaching in urban environments. Education 3-13. 2019;47(2):162-175. https://doi.org/10.1080/03004279.2017.1420096

Author

Bølling, Mads ; Hartmeyer, Rikke ; Bentsen, Peter. / Seven place-conscious methods to stimulate situational interest in science teaching in urban environments. I: Education 3-13. 2019 ; Bind 47, Nr. 2. s. 162-175.

Bibtex

@article{a0e93d8c0b4a4c13979c0ab531e0fe2c,
title = "Seven place-conscious methods to stimulate situational interest in science teaching in urban environments",
abstract = "In this study, we explored how teachers can take advantage of a {\textquoteleft}place{\textquoteright} in urban environments outside the school and thereby stimulate pupils{\textquoteright} situational interest in science teaching. Drawing on the Sophos research method, we conducted a single case study including film-elicited interviews. The data consisted of transcribed interviews with 4 experienced teachers and 11 pupils. The interviews were elicited by films showing group work in science teaching in urban environments: a parking lot, a green public park and a zoo. We conducted individual interviews with science teachers, while the interviews with pupils were carried out in small groups. To analyse our data, we applied a hermeneutic content analysis. We identified seven place-conscious teaching methods that have the potential to stimulate pupils{\textquoteright} situational interest. These methods included: (1) handling objects; (2) integrating new places; (3) alignment between the environment and task; (4) integrating minimal cultivated places; (5) providing a science perspective on everyday places; (6) disseminating historical or cultural knowledge of places; and (7) surprises. Starting from a discussion drawing on studies that explored triggers of pupils{\textquoteright} situational interest, we argue that science teachers can draw on these seven place-conscious methods to stimulate interest in science teaching in urban environments.",
keywords = "Education outside the classroom, Interest, Place-conscious education, Qualitative case study, Science education",
author = "Mads B{\o}lling and Rikke Hartmeyer and Peter Bentsen",
note = "CURIS 2019 NEXS 007",
year = "2019",
doi = "10.1080/03004279.2017.1420096",
language = "English",
volume = "47",
pages = "162--175",
journal = "Education 3-13",
issn = "0300-4279",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Seven place-conscious methods to stimulate situational interest in science teaching in urban environments

AU - Bølling, Mads

AU - Hartmeyer, Rikke

AU - Bentsen, Peter

N1 - CURIS 2019 NEXS 007

PY - 2019

Y1 - 2019

N2 - In this study, we explored how teachers can take advantage of a ‘place’ in urban environments outside the school and thereby stimulate pupils’ situational interest in science teaching. Drawing on the Sophos research method, we conducted a single case study including film-elicited interviews. The data consisted of transcribed interviews with 4 experienced teachers and 11 pupils. The interviews were elicited by films showing group work in science teaching in urban environments: a parking lot, a green public park and a zoo. We conducted individual interviews with science teachers, while the interviews with pupils were carried out in small groups. To analyse our data, we applied a hermeneutic content analysis. We identified seven place-conscious teaching methods that have the potential to stimulate pupils’ situational interest. These methods included: (1) handling objects; (2) integrating new places; (3) alignment between the environment and task; (4) integrating minimal cultivated places; (5) providing a science perspective on everyday places; (6) disseminating historical or cultural knowledge of places; and (7) surprises. Starting from a discussion drawing on studies that explored triggers of pupils’ situational interest, we argue that science teachers can draw on these seven place-conscious methods to stimulate interest in science teaching in urban environments.

AB - In this study, we explored how teachers can take advantage of a ‘place’ in urban environments outside the school and thereby stimulate pupils’ situational interest in science teaching. Drawing on the Sophos research method, we conducted a single case study including film-elicited interviews. The data consisted of transcribed interviews with 4 experienced teachers and 11 pupils. The interviews were elicited by films showing group work in science teaching in urban environments: a parking lot, a green public park and a zoo. We conducted individual interviews with science teachers, while the interviews with pupils were carried out in small groups. To analyse our data, we applied a hermeneutic content analysis. We identified seven place-conscious teaching methods that have the potential to stimulate pupils’ situational interest. These methods included: (1) handling objects; (2) integrating new places; (3) alignment between the environment and task; (4) integrating minimal cultivated places; (5) providing a science perspective on everyday places; (6) disseminating historical or cultural knowledge of places; and (7) surprises. Starting from a discussion drawing on studies that explored triggers of pupils’ situational interest, we argue that science teachers can draw on these seven place-conscious methods to stimulate interest in science teaching in urban environments.

KW - Education outside the classroom

KW - Interest

KW - Place-conscious education

KW - Qualitative case study

KW - Science education

U2 - 10.1080/03004279.2017.1420096

DO - 10.1080/03004279.2017.1420096

M3 - Journal article

VL - 47

SP - 162

EP - 175

JO - Education 3-13

JF - Education 3-13

SN - 0300-4279

IS - 2

ER -

ID: 187546968