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ERIC Number: EJ1458070
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1029-5968
EISSN: EISSN-2521-6015
Sustaining Students' Interest and Engagement in Learning School Science during Interactive Lectures
Bijoy Kumar Rai; Nick Hopwood; Kezang Sherab
Journal of the International Society for Teacher Education, v28 n2 p27-44 2024
How do teachers elicit and sustain students' interest and engagement in science lessons? This paper answers this question in the context of Bhutan, where students' performance in science is low compared to other subjects, and where falling levels of interest in science are a concern. Like other countries in the Global South, a large proportion of science lessons are delivered through interactive lectures. Data were generated from observation of 78 grade 6, 8 and 10 science lessons at a Bhutanese middle secondary school, complemented by interviews with 4 students in each grade and their teachers. Teachers' questioning techniques were key to interactive lectures that students found interesting and engaging. Using Krapp's Person-Object theory of Interest (POI), questioning practices were analyzed in terms of cognitive challenges, autonomy, cognitive dissonance, and novelty. This paper offers new insights into science pedagogies for contexts where interactive lectures remain common pedagogical practice.
International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: https://journals.library.brocku.ca/index.php/jiste
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 8; Junior High Schools; Secondary Education; Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bhutan
Grant or Contract Numbers: N/A