Seven place-conscious methods to stimulate situational interest in science teaching in urban environments
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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 tidsskrift › Tidsskriftartikel › fagfællebedømt
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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