Students’ Involvement and Interest in Teaching

Tatjana Marić, Dragana Rakas

Abstract


Students’ low interest and superficial involvement in teaching are becoming increasingly problematic for teachers and students. With this research, we examined students’ attitudes. We determined whether today’s teaching, in addition to the outcomes foreseen in the curriculum, develops students’ competencies and how interested and involved students are in teaching. The research aimed to identify and determine students’ involvement in teaching, examine their emotional, cognitive, and social competencies, and check whether there are differences concerning interest in teaching chemistry and socio-pedagogical characteristics of students (gender, age, and school performance). The research sample included elementary school students from the territory of the city of Novi Grad. The results of the conducted research showed a significant connection between the interest and involvement of students in chemistry classes and the involvement of students in teaching in general, especially at the cognitive level. Students like to observe but also perform chemical experiments, ask questions, and apply the knowledge they learned daily. In this way, they consolidate and improve their knowledge, improve practical skills, and promote the development of interest in chemistry classes. Understanding the interplay of different dimensions of involvement can enable the design of better programs to encourage the involvement and interest of students in chemistry classes.

Keywords


chemistry; interest; involvement in teaching; students

Full Text:

PDF

References


Akram Tayyaba M., Ayesha Ijaz, Hamid Ikram (2017), ˝Exploring the factors responsible for declining students’ interest in chemistry˝, International Journal of Information and Education Technology, 7(2), 88-94.

Alavi, Hamid Reza, Azita Rooholamini Hoseini (2009), ˝The Effect of Educational Factors on the Academic Performance of the University Students in Chemistry˝, Chemical Education Journal, 13(2); http://chem.sci.utsunomiya- u.ac.jp/cejrnlE.html

Bezinović, Petar, Iris Marušić, Zrinka Ristić Dedić (2012), Opažanje i unapređivanje školske nastave. Agencija za odgoj i obrazovanje Institut za društvena istraživanja, Zagreb

Cheung, Derek (2009), ˝Students Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender˝. Research in Science Education, 39(1), 75-91.

Cousins, Andrew (2007), ˝Gender Inclusivity in Secondary Chemistry: A study of male and female participation in secondary school science˝, International Journal of Science Education, 29(6), 711-730.

Fredricks, Jennifer A., Phyllis C. Blumenfeld, Alison H. Paris (2004), ˝School Engagement: Potential of the Concept, State of the Evidence˝, Review of Educational Research, 74(1), 59-109.

Goleman, Daniel (2001), Emocionalna inteligencija, Geopoetika, Beograd

Hidi, Suzanne (2006), ˝Interest: A unique motivational variable˝, Educational Research Review, 1(2), 69-82.

Hofer, Manfred (2010), ˝Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation?˝, Educational Psychologist, 45(3), 149-166.

Jegede, Samuel Akingbade (2007), ˝Students’ anxiety towards the learning of chemistry in some Nigerian secondary schools˝, Educational Research and Reviews, 2(7), 193-197.

Jones, M. Gail, Ann Howe, Melissa J. Rua (2000), ˝Gender differences in students experiences, interest and attitudes toward science and scientist˝, Science Educational, 84(2), 180-192.

Krapp, Andreas, Manfred Prenzel (2011), ˝Research on Interest in Science: Theories, Methods, and Findings˝, International Journal of Science Education, 33, 27-50.

Linnenbrink, Elizabeth A., Paul R. Pintrich (2003), ˝The role of self-efficacy beliefs in student engagement and learning in the classroom˝, Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119-137.

Marić, Tatjana (2017), Roditeljski stilovi vaspitanja, stidljivost i uključenost učenika u nastavu, Grafomark, Laktaši

Mitchell, Mathew (1993), ˝Situational Interest: Its Multifaceted Structure In the Secondary School Mathematics Classroom˝, Journal of Educational Psychology, 85, 426-436.

Murphy, Patricia, Elizabeth Whitelegg (2006), ˝Girls and physics: Continuing barriers to ‘belonging˝, Curriculum Journal, 17(3), 281-305.

Osborne, Jonathan, Shirley Simon, Sue Collins (2003), ˝Attitudes towards science: A review of the literature and its implications˝, International Journal of Science Education, 25(9), 1049-1079.

Rodrigues, Susan (2007), ˝Factors that influence pupil engagement with science simulations: The role of distraction, vividness, logic, instruction and prior knowledge˝, Chemistry Education Research and Practice, 8(1), 1-12.

Schraw, Gregory, Stephen Lehman (2001), ˝Situational Interest: A Review of the Literature and Directions for Future Research˝, Educational Psychology Review, 13(1), 23-52.

Schunk, Dale, Carol A. Mullen (2012), ˝Self-efficacy as an Engaged Learner˝, In: Christenson, S. L., Reschly, A. L. , Wylie C. (Eds.), Handbook of Research on Student Engagement, Springer, New York/Dordrecht/Heidelberg/London,

Semela, Tesfaye (2010), ˝Who is Joining Physics and Why? Factors Influencing the Choices of Physics among Ethiopian University Students˝, International Journal of Environmental and Science Education, 5(3), 319-340.

Sinatra, Gale, Benjamin C. Heddy, Doug Lombardi (2015), ˝The Challenges of Defining and Measuring Student Engagement in Science˝, Educational Psychologist, 50, 1-13.

Skinner, Ellen A., Thomas A. Kindermann, James P. Connell, James G. Wellborn (2009), ˝Engagement and disaffection as organizational constructs in the dynamics of motivational development˝. In: K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school, Routledge/Taylor & Francis Group, 223–245.

Tracey, Terence J. G. (2002), ˝Development of interests and competency beliefs: A 1-year longitudinal study of fifth- to eighth-grade students using the ICA-R and structural equation modeling, Journal of Counseling Psychology, 49(2), 148-163.

Tytler, Russell, David Symington (2006), ˝Science in school and society˝, Teaching Science, 52(3), 10-15.




DOI: https://doi.org/10.51558/2490-3647.2024.9.1.723

Refbacks

  • There are currently no refbacks.


ISSN: 2490-3604 (print) ● ISSN: 2490-3647 (online)

Društvene i humanističke studije - DHS is under the Creative Commons licence.