Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence

Detalhes bibliográficos
Autor(a) principal: Geisler, Sebastian
Data de Publicação: 2023
Outros Autores: Rach, Stefanie
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.48489/quadrante.31452
Resumo: Modelling is a key mathematical competence. However, previous research has found inconsistent results concerning students’ motivation regarding modelling. One frequently discussed approach to foster students’ motivation is to combine modelling tasks with scientific experiments. In this contribution, we analyse which students benefit from such tasks – in the sense of beneficial affective states like situational interest and feelings of competence – by taking into account different learning situations related to modelling tasks with and without experiment as well as students’ affective traits, namely individual interest and mathematical self-concept. Our results with 82 students indicate that students’ affective states do depend on both, the specific learning situation and their affective traits. Especially in the case of situational interest, an interaction of learning situation and individual interest exists: students with low individual interest in mathematics report most situational interest in conducting experiments but not in modelling their experimental data, while students with high individual interest are most interested in modelling without experiments. We discuss theoretical and practical implications of these results.
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spelling Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competenceQuem beneficia das tarefas de modelação combinadas com experiências? Efeitos das características afetivas dos alunos e das situações de aprendizagem no interesse situacional e no sentimento de competênciaArtigosModelling is a key mathematical competence. However, previous research has found inconsistent results concerning students’ motivation regarding modelling. One frequently discussed approach to foster students’ motivation is to combine modelling tasks with scientific experiments. In this contribution, we analyse which students benefit from such tasks – in the sense of beneficial affective states like situational interest and feelings of competence – by taking into account different learning situations related to modelling tasks with and without experiment as well as students’ affective traits, namely individual interest and mathematical self-concept. Our results with 82 students indicate that students’ affective states do depend on both, the specific learning situation and their affective traits. Especially in the case of situational interest, an interaction of learning situation and individual interest exists: students with low individual interest in mathematics report most situational interest in conducting experiments but not in modelling their experimental data, while students with high individual interest are most interested in modelling without experiments. We discuss theoretical and practical implications of these results.A modelação é uma competência matemática fundamental. No entanto, investigações anteriores encontraram resultados inconsistentes relativamente à motivação dos alunos para a modelação. Uma abordagem frequentemente discutida para promover a motivação dos alunos é combinar tarefas de modelação com experiências científicas. Nesta contribuição, analisamos quais os alunos que beneficiam de tais tarefas - no sentido de estados afetivos benéficos como o interesse situacional e sentimentos de competência - tendo em conta diferentes situações de aprendizagem relacionadas com tarefas de modelação com e sem experimentação, bem como as características afetivas dos alunos, como o interesse individual e o autoconceito matemático. Os nossos resultados indicam que os estados afetivos dos alunos dependem tanto da situação de aprendizagem específica como das suas características afetivas. Em particular, no caso do interesse situacional, existe uma interação entre a situação de aprendizagem e o interesse individual: os alunos com baixo interesse individual pela matemática relatam maior interesse situacional na realização de experiências, mas não na modelação dos seus dados experimentais, enquanto os alunos com elevado interesse individual estão mais interessados na modelação sem experiências. Discutimos as implicações teóricas e práticas destes resultados.APM - Associação de Professores de Matemática2023-12-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.48489/quadrante.31452eng2183-28380872-3915Geisler, SebastianRach, Stefanieinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-04T20:45:40Zoai:ojs.revistas.rcaap.pt:article/31452Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:30:08.482226Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence
Quem beneficia das tarefas de modelação combinadas com experiências? Efeitos das características afetivas dos alunos e das situações de aprendizagem no interesse situacional e no sentimento de competência
title Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence
spellingShingle Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence
Geisler, Sebastian
Artigos
title_short Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence
title_full Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence
title_fullStr Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence
title_full_unstemmed Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence
title_sort Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence
author Geisler, Sebastian
author_facet Geisler, Sebastian
Rach, Stefanie
author_role author
author2 Rach, Stefanie
author2_role author
dc.contributor.author.fl_str_mv Geisler, Sebastian
Rach, Stefanie
dc.subject.por.fl_str_mv Artigos
topic Artigos
description Modelling is a key mathematical competence. However, previous research has found inconsistent results concerning students’ motivation regarding modelling. One frequently discussed approach to foster students’ motivation is to combine modelling tasks with scientific experiments. In this contribution, we analyse which students benefit from such tasks – in the sense of beneficial affective states like situational interest and feelings of competence – by taking into account different learning situations related to modelling tasks with and without experiment as well as students’ affective traits, namely individual interest and mathematical self-concept. Our results with 82 students indicate that students’ affective states do depend on both, the specific learning situation and their affective traits. Especially in the case of situational interest, an interaction of learning situation and individual interest exists: students with low individual interest in mathematics report most situational interest in conducting experiments but not in modelling their experimental data, while students with high individual interest are most interested in modelling without experiments. We discuss theoretical and practical implications of these results.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-31
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.48489/quadrante.31452
url https://doi.org/10.48489/quadrante.31452
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2183-2838
0872-3915
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv APM - Associação de Professores de Matemática
publisher.none.fl_str_mv APM - Associação de Professores de Matemática
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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