Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab

Kerstin Roellke; Daniela Sellmann-Risse; Annkathrin Wenzel; Jana-Kim Buschmann; Norbert Grotjohann

doi:doi:10.11648/j.sjedu.20221004.12

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Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab

Kerstin Roellke, Daniela Sellmann-Risse, Annkathrin Wenzel, Jana-Kim Buschmann, Norbert Grotjohann

Published in Science Journal of Education (Volume 10, Issue 4)

Received: 15 July 2022 Accepted: 12 August 2022 Published: 29 August 2022

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Abstract

In Germany, more than 300 student labs have been founded at universities, science centres or companies. In these out-of-school learning environments, students can conduct scientific inquiry with authentic equipment, thereby fostering students’ interest in the fields of science, technology, engineering and mathematics (STEM). Out-of-school student labs are noted for their positive effects on students’ motivational variables. Nevertheless, there has been no research that directly compares a regular class and an out-of-school student lab with respect to motivational variables. Therefore, we asked one sample of students about their situational interest and a second sample of students about their intrinsic motivation, comparing a regular biology class and a workshop in an out-of-school student lab. Our first sample comprised 197 students (58.2% female, M_age = 16.80 years, SD_age = 0.80 years). Our second sample comprised 187 students (64.7% female, M_age = 16.94 years, SD_age = 0.88 years). Students in basic-level biology courses as well as students in advanced-level biology courses reported higher situational interest and higher intrinsic motivation in the student lab, with medium to high effect sizes. Consequently, both the less and more educated students benefit from visiting the student laboratory. As one task of school education is to foster students’ interest, our results underline that out-of-school labs provide valuable support for the school system.

Published in	Science Journal of Education (Volume 10, Issue 4)
DOI	10.11648/j.sjedu.20221004.12
Page(s)	133-140
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

STEM Education, Out-of-School Student Lab, Situational Interest, Intrinsic Motivation

References

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Kerstin Roellke, Daniela Sellmann-Risse, Annkathrin Wenzel, Jana-Kim Buschmann, Norbert Grotjohann. (2022). Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab. Science Journal of Education, 10(4), 133-140. https://doi.org/10.11648/j.sjedu.20221004.12

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Kerstin Roellke; Daniela Sellmann-Risse; Annkathrin Wenzel; Jana-Kim Buschmann; Norbert Grotjohann. Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab. Sci. J. Educ. 2022, 10(4), 133-140. doi: 10.11648/j.sjedu.20221004.12

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AMA Style

Kerstin Roellke, Daniela Sellmann-Risse, Annkathrin Wenzel, Jana-Kim Buschmann, Norbert Grotjohann. Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab. Sci J Educ. 2022;10(4):133-140. doi: 10.11648/j.sjedu.20221004.12

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@article{10.11648/j.sjedu.20221004.12,
  author = {Kerstin Roellke and Daniela Sellmann-Risse and Annkathrin Wenzel and Jana-Kim Buschmann and Norbert Grotjohann},
  title = {Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab},
  journal = {Science Journal of Education},
  volume = {10},
  number = {4},
  pages = {133-140},
  doi = {10.11648/j.sjedu.20221004.12},
  url = {https://doi.org/10.11648/j.sjedu.20221004.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20221004.12},
  abstract = {In Germany, more than 300 student labs have been founded at universities, science centres or companies. In these out-of-school learning environments, students can conduct scientific inquiry with authentic equipment, thereby fostering students’ interest in the fields of science, technology, engineering and mathematics (STEM). Out-of-school student labs are noted for their positive effects on students’ motivational variables. Nevertheless, there has been no research that directly compares a regular class and an out-of-school student lab with respect to motivational variables. Therefore, we asked one sample of students about their situational interest and a second sample of students about their intrinsic motivation, comparing a regular biology class and a workshop in an out-of-school student lab. Our first sample comprised 197 students (58.2% female, Mage = 16.80 years, SDage = 0.80 years). Our second sample comprised 187 students (64.7% female, Mage = 16.94 years, SDage = 0.88 years). Students in basic-level biology courses as well as students in advanced-level biology courses reported higher situational interest and higher intrinsic motivation in the student lab, with medium to high effect sizes. Consequently, both the less and more educated students benefit from visiting the student laboratory. As one task of school education is to foster students’ interest, our results underline that out-of-school labs provide valuable support for the school system.},
 year = {2022}
}

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TY  - JOUR
T1  - Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab
AU  - Kerstin Roellke
AU  - Daniela Sellmann-Risse
AU  - Annkathrin Wenzel
AU  - Jana-Kim Buschmann
AU  - Norbert Grotjohann
Y1  - 2022/08/29
PY  - 2022
N1  - https://doi.org/10.11648/j.sjedu.20221004.12
DO  - 10.11648/j.sjedu.20221004.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 133
EP  - 140
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20221004.12
AB  - In Germany, more than 300 student labs have been founded at universities, science centres or companies. In these out-of-school learning environments, students can conduct scientific inquiry with authentic equipment, thereby fostering students’ interest in the fields of science, technology, engineering and mathematics (STEM). Out-of-school student labs are noted for their positive effects on students’ motivational variables. Nevertheless, there has been no research that directly compares a regular class and an out-of-school student lab with respect to motivational variables. Therefore, we asked one sample of students about their situational interest and a second sample of students about their intrinsic motivation, comparing a regular biology class and a workshop in an out-of-school student lab. Our first sample comprised 197 students (58.2% female, Mage = 16.80 years, SDage = 0.80 years). Our second sample comprised 187 students (64.7% female, Mage = 16.94 years, SDage = 0.88 years). Students in basic-level biology courses as well as students in advanced-level biology courses reported higher situational interest and higher intrinsic motivation in the student lab, with medium to high effect sizes. Consequently, both the less and more educated students benefit from visiting the student laboratory. As one task of school education is to foster students’ interest, our results underline that out-of-school labs provide valuable support for the school system.
VL  - 10
IS  - 4
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Author Information

Kerstin Roellke

Biology Didactics, Bielefeld University, Bielefeld, Germany
Daniela Sellmann-Risse

Primary Science Education, Bielefeld University, Bielefeld, Germany
Annkathrin Wenzel

Biology Didactics, Bielefeld University, Bielefeld, Germany
Jana-Kim Buschmann

Biology Didactics, Bielefeld University, Bielefeld, Germany
Norbert Grotjohann

Biology Didactics, Bielefeld University, Bielefeld, Germany

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Kerstin Roellke, Daniela Sellmann-Risse, Annkathrin Wenzel, Jana-Kim Buschmann, Norbert Grotjohann. (2022). Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab. Science Journal of Education, 10(4), 133-140. https://doi.org/10.11648/j.sjedu.20221004.12

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Kerstin Roellke; Daniela Sellmann-Risse; Annkathrin Wenzel; Jana-Kim Buschmann; Norbert Grotjohann. Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab. Sci. J. Educ. 2022, 10(4), 133-140. doi: 10.11648/j.sjedu.20221004.12

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AMA Style

Kerstin Roellke, Daniela Sellmann-Risse, Annkathrin Wenzel, Jana-Kim Buschmann, Norbert Grotjohann. Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab. Sci J Educ. 2022;10(4):133-140. doi: 10.11648/j.sjedu.20221004.12

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@article{10.11648/j.sjedu.20221004.12,
  author = {Kerstin Roellke and Daniela Sellmann-Risse and Annkathrin Wenzel and Jana-Kim Buschmann and Norbert Grotjohann},
  title = {Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab},
  journal = {Science Journal of Education},
  volume = {10},
  number = {4},
  pages = {133-140},
  doi = {10.11648/j.sjedu.20221004.12},
  url = {https://doi.org/10.11648/j.sjedu.20221004.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20221004.12},
  abstract = {In Germany, more than 300 student labs have been founded at universities, science centres or companies. In these out-of-school learning environments, students can conduct scientific inquiry with authentic equipment, thereby fostering students’ interest in the fields of science, technology, engineering and mathematics (STEM). Out-of-school student labs are noted for their positive effects on students’ motivational variables. Nevertheless, there has been no research that directly compares a regular class and an out-of-school student lab with respect to motivational variables. Therefore, we asked one sample of students about their situational interest and a second sample of students about their intrinsic motivation, comparing a regular biology class and a workshop in an out-of-school student lab. Our first sample comprised 197 students (58.2% female, Mage = 16.80 years, SDage = 0.80 years). Our second sample comprised 187 students (64.7% female, Mage = 16.94 years, SDage = 0.88 years). Students in basic-level biology courses as well as students in advanced-level biology courses reported higher situational interest and higher intrinsic motivation in the student lab, with medium to high effect sizes. Consequently, both the less and more educated students benefit from visiting the student laboratory. As one task of school education is to foster students’ interest, our results underline that out-of-school labs provide valuable support for the school system.},
 year = {2022}
}

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TY  - JOUR
T1  - Supporting Interest in Science – Comparison of Students’ Situational Interest and Intrinsic Motivation in a Regular School Class and in an Out-of-School Student Lab
AU  - Kerstin Roellke
AU  - Daniela Sellmann-Risse
AU  - Annkathrin Wenzel
AU  - Jana-Kim Buschmann
AU  - Norbert Grotjohann
Y1  - 2022/08/29
PY  - 2022
N1  - https://doi.org/10.11648/j.sjedu.20221004.12
DO  - 10.11648/j.sjedu.20221004.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 133
EP  - 140
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20221004.12
AB  - In Germany, more than 300 student labs have been founded at universities, science centres or companies. In these out-of-school learning environments, students can conduct scientific inquiry with authentic equipment, thereby fostering students’ interest in the fields of science, technology, engineering and mathematics (STEM). Out-of-school student labs are noted for their positive effects on students’ motivational variables. Nevertheless, there has been no research that directly compares a regular class and an out-of-school student lab with respect to motivational variables. Therefore, we asked one sample of students about their situational interest and a second sample of students about their intrinsic motivation, comparing a regular biology class and a workshop in an out-of-school student lab. Our first sample comprised 197 students (58.2% female, Mage = 16.80 years, SDage = 0.80 years). Our second sample comprised 187 students (64.7% female, Mage = 16.94 years, SDage = 0.88 years). Students in basic-level biology courses as well as students in advanced-level biology courses reported higher situational interest and higher intrinsic motivation in the student lab, with medium to high effect sizes. Consequently, both the less and more educated students benefit from visiting the student laboratory. As one task of school education is to foster students’ interest, our results underline that out-of-school labs provide valuable support for the school system.
VL  - 10
IS  - 4
ER  -

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