4-Phase Model of Interest Development Triggered Situational
Interesting A momentary catching of attention. Things such as
novelty, games, surprise, humor, and puzzles are effective at
triggering interest. Example: A science teacher begins class with a
flashy demonstration that gets the attention of all the students.
But this interest could quickly fade. From the Hidi & Renninger
(2006) article
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4-Phase Model of Interest Development Maintained Situational
Interest A more enduring and deeper interest in an activity.
Maintained situational interest usually develops as a result of
becoming involved and finding meaning in the activity. The interest
has to be connected to the curricular content. Example: A science
teacher has students share crazy weather experiences and the class
spends time making sense of these experiences in terms of the
scientific content.
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4-Phase Model of Interest Development Emerging Individual
Interest A more student-initiated interest in particular content or
activities. Often develops out of activities that foster maintained
situational interest (i.e., over time, maintained situational
interest develops into individual interest). Example: After doing
meaningful activities in science class about weather, a student
begins to watch weather reports and learn more about tornados on
her own.
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4-Phase Model of Interest Development Well-Developed Individual
Interest A deep interest in a particular activity or content area
that is sustained by the individual. Develops over time as
continued engagement results in increased knowledge, desire to
engage, and connections to others with a similar interest. Example:
A student pursues her interest in weather and develops a deep
knowledge of weather. She engages in diverse weather-related
activities ranging from tracking hurricanes to watching Storm
Chasers on the Discovery Channel. She joins an online community of
other weather aficionados.
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Consequences of Interest If students at least have maintained
situational interest, they are more likely to focus on learning,
use effective learning strategies, remember what they learn, and
persist in the face of failure. Seductive details can actually
detract from learning. Seductive details are things that trigger
interest but are totally disconnected from the content. Example:
Interesting pictures in a textbook that dont relate to the key
ideas in the textbook.
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Factors Related to Interest Individual FactorsContextual
Factors Belongingness Cultural value Identification Social support
Emotions Competence Utility-Goal Relevance Background Knowledge
Hole in the schema Hands-On Discrepancy Novelty Food Social
Interaction Visible Author Modeling Games & Puzzles Content
Biophilia Fantasy Humor Narrative From the Bergin (1999)
article
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Content Appreciation Viewing learning as worthwhile and
valuable through experiencing: The enrichment of life that comes
from applying the content in everyday experience. The satisfaction
of achieving new insights and understandings An aesthetic
appreciation for the content
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Fostering Content Appreciation Teach content worth teaching.
Frame the content and learning activities in ways that emphasize
the affordances. Provide authentic activities. Socialize content
appreciation.
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Teach Content Worth Teaching Focus on the big ideas. Artistic
selection of content Select content that has powerful affordances
and rediscover the affordances of classic content. Affordances
refers to the potential to: Illuminate issues, objects, or events
of interest to students (i.e., potential to transform the way
students see and experience their world). Be aesthetically
pleasing. Be empowering. Solve problems and be useful in everyday
experience.
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Frame the Content Appropriately Provide task introductions that
emphasize the affordances of the content: Its transformative
potential (experiential value) Its aesthetic nature Its empowering
qualities
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An Example
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Provide Authentic Activities Activities that allow students to
experience the affordances of the content. Thus, activities that:
Transform the way students see and experience their world. Yield
aesthetic appreciation. Empower students. Solve problems and are
useful in students everyday experience.
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Socialize Content Appreciation Model your own interest in the
content Express your passion and enthusiasm. Model how the content
enriches your everyday experience. Show how it transforms the way
you see and experience the world.
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Flow Perceived Skill level Perceived level of challenge Flow
Anxiety Apathy Flow = a state of high interest or intrinsic
motivation; characterized by getting caught up in the moment or
being in the zone. From the Csikszentmihalyi (1991) chapters
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Interest Profiles For examples of motivation problems related
to lack of interest, see the profiles of Safe Sally, Satisfied
Santos, and Alienated Al. Sally seems to lack interest (too
performance oriented and extrinsically motivated see Goal Theory
and Self-Determination Theory). Santos seems to have strong
individual interests but little situational interest during school
(and little performance concerns or extrinsic motivation see Goal
Theory and Self- Determination Theory). Al seems to shut down
potential interest due to social concerns and lacks content
appreciation.